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“Ansiedad matemática y aprendizaje de conceptos matemáticos en la formación inicial de docentes de Ciencias Experimentales”
(Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de las Ciencias Experimentales Lengua y Literatura, 2026-11-09) Changuan Loor, Sara Jhamilet; Molina Chicaiza, Yolanda Nayelie; Mantilla Parra, Carlos Washington
The purpose of this research was to analyze the relationship between math anxiety and the learning of fundamental concepts in the initial training of science teachers. Using a quantitative approach, a non-experimental correlational design, and purposive sampling, 26 first-year students were evaluated. Data collection was carried out using the Math Anxiety Questionnaire (MAS, Cronbach's Alpha = 0.88) and aMathematical Concepts Test (KR-20 = 0.81). Statistical processing was performed using SPSS v.26 software. The results revealed a strong and statistically significant inverse correlation (r = -0.76; p < 0.01) between the variables, demonstrating that higher levels of tension and emotional apprehension are associated with lower conceptual understanding and operational fluency among the student teachers. It was identified that 76.9% of participants experience medium to high levels of anxiety, affecting their working memory when faced with abstract and experimental problems applied to physics. It is concluded that math anxiety acts as a cognitive block that limits the academic and pedagogical skills of future teachers, with the risk of replicating these insecurities in their classrooms. It is recommended that emotional literacy strategies, affective regulation, and active methodologies such as Problem-Based Learning be incorporated into the university curriculum to guarantee the quality and sustainability of experimental science teaching
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“Metodología activa para fortalecer las cuatro operaciones básicas de la matemática de básica superior”
(Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de las Ciencias Experimentales, 2026-11-09) Caisa Paredes, Nayeli Alexandra; Reyes Vallejo, Elvia Marlene
At both the global and local levels, traditional mathematics instruction has created significant gaps in students’ logical-mathematical reasoning and their ability to solve everyday problems, and has led to poor performance and a lack of motivation. This study analyzes the impact of applying active learning methodologies on strengthening the four basic mathematical operations (addition, subtraction, multiplication, and division) among upper elementary students at the Cochapamba Educational Unit. Through a mixed-methods approach with an explanatory scope and a pre-experimental design, the study integrated participatory teaching strategies, Problem-Based Learning (PBL), and the use of concrete and digital materials. The study sample consisted of 40 eighth-grade students in general basic education. Data collection instruments included diagnostic and final tests, a perception survey, and observation. The results show that the implementation of active methodologies significantly increases conceptual understanding and operational fluency, with the percentage of students achieving a high level on the entrance test rising from 10% to 55% on the exit test. It is concluded that active learning transforms students’ role from that of recipients to constructors of their own knowledge, which facilitates the transfer of mathematical knowledge to real-life contexts. It is emphasized that it is necessary to continue training teaching staff in these new pedagogical trends to ensure the sustainability of the proposed educational mode
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Influencia de una herramienta interactiva basada en inteligencia artificial en el rendimiento académico de la factorización
(Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de las Ciencias Experimentales, 2026-11-09) Rocha Pazmiño, Dayana Mishel; Cachuput Gusñay, Jorge
Factoring often becomes difficult when students memorize rules without recognizing the algebraic structure that guides each procedure. This study analyzed the influence of an artificial intelligence-based interactive tool on ninth-grade students’ academic performance in factoring at the “Gabriela Mistral” Private Educational Unit in Latacunga during the 2025-2026 school year. A quantitative, applied, quasi-experimental pretest-posttest design with nonequivalent groups was used. The participants were 43 students: 22 in the control group and 21 in the experimental group. For two weeks, the experimental group used Gemini through the Retromate Gem to practice five factoring cases with teacher guidance, immediate feedback, and repeated attempts. The knowledge test achieved a KR-20 coefficient of 0.81. Data analysis included descriptive statistics, the Shapiro-Wilk test, Mann-Whitney comparisons between groups, and Wilcoxon signed-rank tests for related measurements. The groups were comparable at pretest (W = 402.00; p = .205; r = .19). At posttest, the experimental group obtained 8.83 and the control group 4.67; the difference was significant and large (W = 243.50; p < .001; r = .81). Both groups improved, although the descriptive change was greater in the experimental group. The findings support a favorable association between interactive practice and factoring learning within a brief, single-site intervention without random assignment
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Respuesta agronómica de Canavalia ensiformis en las condiciones Edafoclimáticas de Guasaganda
(Universidad Técnica de Cotopaxi (UTC). La Maná. Agronomía, 2026-11-06) Pico Decker, Julio Cesar; Luna Murillo, Ricardo Augusto
Canavalia ensiformisis a tropical legume with potential for ground cover, biomass production, and soil restoration; however, its agronomic performance has been scarcely documented in Guasaganda, Ecuador. This study aimed to characterize its growth, yield, variability, and adaptation potential under local edaphoclimatic conditions through descriptive analysis. A nursery was established with 200 seeds, resulting in 75% emergence. Subsequently, 50 plants were evaluated for height and number of branches and leaves at 30, 60, and 90 days; flowering time; pod dimensions and weight; seed number and weight; and total production. Mean plant height increased from 41.56 to 149.18 cm between 30 and 90 days, whereas branches increased from 2.97 to 14.97 and leaves from 6.64 to 47.02. Flowering occurred at 96.29 ± 13.56 days. Pods averaged 25.81 cm in length and 24.37 g in weight, with 9.65 seeds per pod. Mean total production was 81.18 g for pods and 34.74 g for seeds. Vegetative traits exhibited low-to-moderate variabilit, whereas yield components showed substantial heterogeneity. These findings indicate favorable establishment and potential local adaptation, although productivity may benefit from management practices aimed at reducing plant-to-plant variation.
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Propagación vegetativa de café (Coffea arabica) mediante esquejes nodales con diferentes tipos de hormonas y sustratos en el cantón La Maná
(Universidad Técnica de Cotopaxi (UTC). La Maná. Agronomía, 2026-11-06) Cedeño Chavarría, Jesús Vicente; Quinatoa Lozada, Eduardo Fabián
The vegetative propagation of (Coffea arabica L.) constitutes an alternative for the renewal of coffee plantations through the acquisition of homogeneous plant material with desirable agronomic characteristics. Objective: To evaluate the effect of different growth regulators and substrates on the rooting, mortality, and initial growth of nodal cuttings of Coffea arabica L., as an alternative to strengthen the vegetative propagation processes of the crop. Methodology: The study was conducted under nursery conditions in La Maná, Cotopaxi, Ecuador, using a completely randomized design (CRD) with six treatments and five replications. Nodal cuttings were evaluated under combinations of two substrates (sand and agricultural soil), two growth regulators (indole-3-butyric acid [IBA] and naphthaleneacetic acid [NAA]), and control treatments without hormonal application. Variables of mortality, days to rooting, vegetative growth, and root development were analyzed. Results: The application of IBA in sand substrate favored adventitious root formation, recording the shortest rooting time (27 days), the largest root volume (1.4 cm³), and the greatest vegetative growth (41.1 cm in height and up to 11.3 shoots). In contrast, the treatment with NAA showed the highest mortality, reaching up to 95% in sand substrate, while the treatments without hormonal application exhibited lower rooting speed and vegetative development. Conclusions: The combination of sand and IBA improved the initial establishment of C. arabica cuttings, highlighting the importance of the interaction between growth regulators and the physical properties of the substrate to optimize the vegetative propagation of the crop.