Abstract:

The advance of technology and the more frequent access to the Internet through computers or mobile devices, has changed the way in which people conceive the world and the access to information. This is especially noticeable in new generations who from their birth, live in a completely digital world, where the information of virtually any topic is within reach of a click.

This evolution had to arrive at education at some point; now there is a great cultural clash between traditional forms of teaching, the face-to-face session in the classroom, where the teacher presents the explanation of a topic, makes some examples that the student copies or in the best of the cases solves in class and does not have more interaction until the next session.

Lists of exercises left as homework, whose doubts are consulted in books with explanations that, when are reviewed, sometimes leave more doubts that answers. The same happens with counseling, where the teacher solves the exercise and the student is still a spectator. More interactive media, for example, explanatory videos on various platforms, are more striking, but again, they lack of that interaction that a student needs for acquiring knowledge.

Appearing of Learning Management Systems (LMS) has allowed students to access information remotely and in a way that it is closer with their lifestyle. These systems have generated controversy; there are groups that defend their existence claiming that they bring knowledge to a generation that is already in conflict with traditional forms. There have also been some doubts about its efficiency, highlighting that the student may not have as much interaction with them or their content.

This lack of interaction is more noticeable in courses that require practical development and not so much just access to theoretical information. The teaching of mathematics is based on two axes, knowledge of theories, rules and models, but above all, in practice that allows the student to apply and mastering these concepts. It is in this last axis where the teaching of topics such as mathematics or physics have had problems at the moment of being developed via LMS.

Goal of this paper is to present a solution to the interaction of students with LMS through the development of a Blended Learning (B-learning) system used by the Universidad Autonoma Metropolitana Azcapotzalco in Mexico for teaching math courses using the Moodle platform. In this system, are integrated certain tools into Moodle platform and built an evaluation system that privileges, on the one hand, the student's interactivity with the system and, on the other, the feedback received by the student, consisting of the development of the particular solution step by step for each exercise even though there are hundreds of variants for each type.

Keywords:

Blended Learning, Moodle platform, learning technology, step by step solutions.