Abstract: - Mathematical knowledge is a basic tool for understanding these processes, however, its learning can

be abstract, causing some difficulties for students to understand it, which is why pedagogical alternatives

the mathematical field, in this case supported by information and communications technologies. The usefulness

of this tool in learning was evaluated through its application in a group of 20 students from the information

technology major at the Polytechnic School of Chimborazo (ESPOCH), 10 before the use of the APB and 10

after its use, comparing the changes in the academic performance of students after the application of the ABP,

as well as the perception of students in relation to the interest, value, motivation, and usefulness of mathematics

motivation (54.20%) to do it, which was expressed in a higher level of competencies (58.30%) in the area of

mathematics, even with a lower level of tension (31.35%) and greater commitment (64.10%). The results of the

achievements achieved by the students allow us to conclude that the use of ABP is effective in learning

mathematics, especially if the skills of the area of knowledge are combined with the appropriate use of

information and communication technologies.

Received: January 26, 2024. Revised: July 9, 2024. Accepted: August 7, 2024. Published: September 4, 2024.

which includes the use of virtual learning

environments [1], the management of social

networks such as Facebook, Twitter, and Instagram,

combined with the use of audiovisual applications

that allow greater student interaction. This has made

knowledge of the skills that must be acquired

throughout this career, which are not limited to the

use of digital tools [6], but must also include

mathematical skills for their design, [7]. These tools

are based on complex algorithms for mathematical

calculations, which requires the curricular plan to

of digital tools that are part of the catalog of

products within information and communications

technologies, the usefulness that can be given to

them, [9]. As well as the correct use of databases in

solving real problems that occur in the real world,

[10], [11] and [12].

paragraphs, learning strategies have been sought to

motivate interest and greater understanding in the

study of mathematics. Project-based learning (ABP)

equations [15] and the use of derivation [16].

Consolidating the integration of the above with the

management of ICT in mathematical applications,

should motivate and promote greater interest in their

study by understanding their value and usefulness in

the real field, [17].

in one of the difficulties observed within

mathematics classes, represented by the mechanical

and repetitive way in which the learning activity

understand how it was possible to reach the solution

through logical and deductive analysis. This type of

learning makes it difficult to extrapolate knowledge

to real applications and causes a decrease in

student's motivation to learn, as suggested by [19],

who state that the teaching process should focus on

improving the ability analysis to propose solutions

to problems that affect the normal functioning of

day-to-day activities in society.

April 18, 1969. It began its academic activities on

May 2, 1972, with the Schools of Zootechnical

Engineering, Nutrition and Dietetics, and

Mechanical Engineering. It was inaugurated on

April 3, 1977. Accredited by the National Council

for Evaluation and Accreditation of Higher

Education of Ecuador (CONEA) in 2022. Currently,

this organization no longer classifies Ecuadorian

mathematical calculation subject, information was

collected by applying the IMI questionnaire, which

is described below.

instrument was applied before the implementation

of the learning strategy based on multimodal

systems and after the delivery and evaluation of the

project. Ratings 1 and 2, Mucho and Quite a Lot,

will be categorized as positive evaluations.

of knowledge and motivation prior to using the

project-based learning (ABP) tool, applied to

product. This final delivery summarizes the most

2.11 Choice of Topic

One of the most important stages of the project is

the choice of the topic, which must be motivating

and of current interest, and the use of methodology

for project-based learning, where the application of

mathematical competencies based on the

management of databases arises using ICT

appropriately. The interest lies in the fact that when

reviewing information from public organizations,

with basic documentation of what the project entails

and covers. Guiding questions are posed to develop

the topics to be investigated, establish the

background, and develop strategies to achieve the

final objective. This is represented by the

understanding of the assigned topic with the use of

ICT for the search for information in public

organizations and the construction of mathematical

equations for maximum production (application of

differential calculus).

analyze the data, use mathematical tools to construct

differential equations, apply derivation rules

included in the current curriculum, and deliver a

final PowerPoint product with the statistical results

using graphs, answers, and conclusions.

present a work plan that includes project contents,

objectives, research models, data collection

methods, classification, analysis and interpretation

of data, and presentation of results. It is worth

Fig. 3: Level of tension when undertaking

mathematics learning projects among ESPOCH

students supported by the use of ICT

of 58.21% and 58.31% before and after the use of

Fig. 4: Level of mathematical competence through

the use of learning projects among ESPOCH

students supported by the use of ICT

beyond the competencies of the academic area is

There is still much to be done to educate students

about the value of teamwork.

Fig. 5: Capacity for collaborative work through

mathematics learning projects among ESPOCH

students supported by the use of ICT

Fig. 8: Perception of student performance after the

use of learning projects at ESPOCH supported by

ICT management

of the students in relation to better performance,

interest, willingness to work as a team, and

commitment are only possible if there is a level of

findings in this study, allows ICT students to

approach for the development of essential skills,

problem-solving, consolidation of teamwork, and

creativity.

study is defined by combining different

methodologies: the integration of problem-based

learning (ABP) with the construction of differential

equations, which allows students to develop

problem-solving and critical thinking skills.

projects in the area of mathematics among ESPOCH

students, with the support of ICT, is essential to

motivating interest in achieving meaningful

learning. Authors such as [24] state that ABP seeks

to take advantage of the innate potential of students

with the aim of training them to be responsible

people with a high level of motivation towards the

information technology program coincides with the

results found by [30], who indicate that Cuban

students who used ABP as a learning strategy

showed a medium to high level of competence in

aspects related to the depth of mental processes.

These authors point out that ABP seeks for the

the use of ICT. It implies the need to adopt

pedagogical strategies that generate meaningful and

collaborative learning in students to solve everyday

problems, as pointed out by [31]. In correspondence

with what was proposed by [32], who maintains the

main objectives in ABP: to promote team and

collaborative work, the development of capacities,

skills, and values, to generate a motivating

environment, and to develop self-learning and

creative thinking.

very suitable. In fact, more than 85% of those

surveyed believe that the resources facilitate

understanding, learning, and reinforcement of the

topic addressed, which defines types of abstract data

similar to those prevalent in mathematics learning.

creation, and use of educational materials, in

addition to strategies and other essential aspects of

the teaching-learning process, are decisive for

achieving the proposed objectives. It is fundamental

mathematics learning through the use of learning

projects among ESPOCH students supported by the

use of ICT. Authors such as [35] point out that

learning from solving real-world problems has been

identified as a relevant aspect within the teaching of

mathematics education and has begun to be used

more regularly, with an emphasis on the

mathematics teaching process. This increasing

increase is offered based on a series of didactic

proposals that try to work on the reasoning through