Fernando Ysmael Cenas Chacón

The purpose of this study was based on the need to describe the perception that teachers have about the use of Applet for teaching GeoGebra at a national university in Trujillo, within the Faculty of Physical and Mathematical Sciences, in the year 2024, a situation that was revealed from the experience shared by forty teachers through a Google form questionnaire, From their opinions, it was possible to know the practice developed where 38% of the participating teachers stated that they have had university experience for more than eleven years, on the other hand, 33% are very familiar with the use of this tool and 67% of them recognize that the main challenge for the development of this resource is the time required for the proper planning and construction of the same, prior to its use in class sessions. For 52% of the teachers, the use of technology in the development of their courses indicated that it improves participation and motivates university students to experiment with new ways of applying theoretical content. It is an important challenge for teachers to carry out the preparation of the applets, adjusting them to the fulfillment of the objectives of the class sessions, and it is recognized that it is essential to provide ongoing training on the benefits of technology as a tactic that favors the development of skills for both teachers and students.

Mathematics is considered one of the fundamental disciplines in university education, since it contributes to the formation of skills, a situation that is favored by the use of simulations and virtual laboratories in learning. The objective of this study was to identify the opportunities generated by the use of virtual laboratories and simulation in the learning of mathematics in a period of time from 2019 to January 2024. It was different databases were consulted to carry out the systematic review among these ERIC (Educational Resources Information Center), Google Scholar, Scopus, Redalyc and Dialnet; making use of search formulas (AND, OR), obtaining 274 studies, which were subjected to inclusion and exclusion criteria, and a total of 30 articles were compiled using PRISMA. It was found that the studies analyzed showed that the use of simulation and virtual laboratories are valuable opportunities that contribute to the improvement of students' academic performance, the acquisition and strengthening of innovative skills, support the organization of learning in a sequential manner and increase the levels of understanding and application of concepts. The multiple studies developed revealed that the use of this type of resources used in educational experiences generated significant learning of mathematics, which in turn allowed students to feel more confident and motivated to solve problematic situations in complex environments.

The present study explores the application of advanced statistical techniques to predict the academic performance of students in the area of mathematics. Through the use of logistic regression models, decision trees, and neural networks, data from 500 high school students in public institutions were analyzed. The results show that advanced statistical techniques allow a more accurate prediction of academic performance, with a success rate of 87% in neural network models. These findings suggest that the integration of these tools can facilitate the early identification of students at risk of low achievement and improve educational interventions.

This study was developed with the objective of determining the Learning Impulse in Physics and Chemistry by using ChatGPT Virtual Assistants and Bloom's Taxonomy in University Students, the methodology was quantitative and a Likert scale questionnaire was applied for data collection, which was carried out in a private university in Peru. The sample consisted of 120 Physics and 130 Chemistry students. As part of the results, it was found that 94% of the participants have a positive opinion towards the use of the Chat GPT virtual assistants, in the same order it was found that 88.4% confirmed that they were in the high level, in relation to an improvement associated with scientific communication, 87.6% were in the same position in the category analyze data and evidence and with respect to Calculate, obtain and evaluate results, this reached 88.8% on the highest rung. From the above, it was concluded that the presence of virtual assistants used by the teacher as a resource boosted learning in Physics and Chemistry courses and this was due to the timely structuring of the training and evaluation processes considering Bloom's taxonomy.

AI is one of the tools that is making its way into university education due to the infinite number of possibilities it has generated since its appearance, in this sense, this study was conducted with the objective of describing the experiences achieved by university students on the use of AI for the creation of presentations that enrich their knowledge in the disciplinary areas of physics, mathematics and chemistry. Data were collected using a Likert-type questionnaire consisting of five (5) response options, specifically using Google Forms. The participants were students of physics, mathematics and chemistry courses, with a population of 1,215, of which the sample was 120 in each of the courses. The results showed 98.3% of students with a high level of satisfaction equally in all courses, 96% indicated that the use of AI promotes collaborative work, 97.3% felt highly motivated, which occurred in the chemistry course, and as for the improvement of knowledge and level of cognitive development, this was 99.2% in the area of mathematics. As part of the conclusions, it can be mentioned that by using AI as a technological tool that supports the creation of intelligent presentations in general, improvement stages are reached in terms of satisfaction, motivation, collaborative work and creative ways of learning.

GeoGebra is considered as one of the main tools that can be used in differential calculus, it is through it that results are achieved in different areas of learning. The methodology used was the systematic review, analyzing 45 scientific articles, supported by the PRISMA 2020 methodological proposal, this review covers the period from 2018 to 2023. Among the main results, it was found that the country that led in this subject and based on the proposed purpose was Indonesia with 24%, the period that reflected higher publications was 2019 with 29% followed by 2021 with 24%, which shows that GeoGebra is one of the technological and didactic tools that generates greater contributions and has been internalized for the learning of differential calculus, the methodology that was mostly used in the reviewed studies was qualitative with 60%, followed by quantitative with 36%, to this is added that the most implemented design was descriptive with 60%.