Abstract:

Digital learning platforms for calculus courses aimed at higher education students have proven to be good tools in the teaching-learning process by creating items with which students can not only complete tasks but also reinforce what they have learned in the classroom. However, most of them are restrictive in terms of the type of response they accept. In this research, the impact on mathematical problem-solving skills in first-semester engineering students is analyzed when using Quizizz, a platform that accepts symbolic responses with algebraic equivalence, in both mathematical modeling problems and procedural exercises in derivatives and integrals. During the implementation of the technological tool, not only the symbolic response option was used but also an adaptive learning scheme, where students in the implementation groups had the option of repeating the questionnaires with new questions or questions whose answers were incorrect in their previous attempts.

The study used a quasi-experimental pretest-posttest design with two implementation groups and a control group. The results obtained through analysis of variance (ANOVA) F-tests show that there are significant differences between the groups that practiced on the symbolic response platform with adaptive learning compared to those who studied in a traditional way.

Keywords:

Higher education, Educational innovation, Adaptive learning.