Guía didáctica para la enseñanza virtual del cálculo diferencial dirigida a los estudiantes de tercero de bachillerato.

Abstract

This project presents the design, implementation, and evaluation of a didactic resource aimed at enhancing the learning of differential calculus in third-year high school students at CEBCI Educational Unit through the implementation of a virtual classroom design. The proposal, grounded in the APOE theory, aims to develop and implement a teaching guide for virtual instruction in differential calculus, using digital tools such as GeoGebra. Academic performance is taken as the research variable, addressing specific learning difficulties through the appropriate selection of technological tools, the design of the teaching guide, and the evaluation of its effectiveness. A quantitative, descriptive methodology was employed with two working groups from different academic years. The interpretation of results relied on the final grades from both courses, utilizing statistical descriptors through the JAMOVI program. Findings indicate a positive impact of the digital activity implementation. The structure of the work comprises four chapters addressing theoretical aspects, methodology, proposal construction, and results analysis. The main objective of the research is to contribute to the continuous improvement of teaching differential calculus in the virtual environment.