Abstract
The purpose is to establish whether activities developed in an author's language, as didactic mediation, affect the cognitive development that allows students to perform mental calculations. It is a quantitative study of a descriptive correlational type, with a target population of 63 students in basic primary education with an average age between 8 and 11 years. It concludes that there is a positive relationship between the use of activities and the development of mental computation in students.
Highlights
The influence of technology in the classroom has resulted in the re-signification of pedagogical practices and the need to strengthen ICT competencies for the development of good practices in teaching (Arevalo-Duarte, García-García, & HernándezSuárez, 2019)
Peer review is the responsibility of the Universidad Francisco de Paula Santander
The results between the pre-test and the posttest are analyzed by means of a comparative analysis between the ability to calculate without the technological mediation and to measure it mediated by the JClic
Summary
The influence of technology in the classroom has resulted in the re-signification of pedagogical practices and the need to strengthen ICT competencies for the development of good practices in teaching (Arevalo-Duarte, García-García, & HernándezSuárez, 2019). At the Colombian level, the Ministry of Education (Mineducación) and Information and Communication Technologies (MinTIC), seek to encourage teachers to appropriate ICT skills in teaching practices Peer review is the responsibility of the Universidad Francisco de Paula Santander. The use of JClic, Derive, among others, are examples of its proven usefulness in the educational field (Capell, Tejada, & Bosco, 2017; Pineda-Isaza, HernándezSuárez, & Avendaño-Castro, 2020)
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