Entorno digital de aprendizaje para el desarrollo del proceso de modelación en estudiantes de grado undécimo de la Institución Educativa Departamental Rufino Cuervo

Abstract

This research analyzes the impact of using a structured Digital Learning Environment (DLE) to strengthen the process of mathematical modeling in eleventh-grade students at the Rufino Cuervo Departmental Educational Institution, located in the municipality of Chocontá. The DLE, named Econtá, integrates activities designed in the educational platform Desmos Classroom within a narrative that simulates an ecological city affected by an energy failure. This narrative framework allowed students to connect mathematical concepts with contextualized situations and to foster the link between symbolic and concrete representations. The proposal is theoretically grounded in the DECA model (1992), the ADDIE model, Duval’s (2006) theory of semiotic representation registers, and Villa-Ochoa’s (2007) modeling cycle. Following a qualitative approach and employing the Design-Based Research (DBR) methodology, a Digital Didactic Sequence (DDS) was implemented to teach the equation of a line through the use of interactive digital resources. Data collection included a diagnostic test, students’ productions in Desmos Classroom, the teacher’s journal, virtual classroom forums, and student reports. The results show significant progress in students’ ability to interpret and transform linear models, as well as in their appropriation of digital tools to represent, analyze, and validate contextualized situations. It is concluded that the coherent integration of digital resources within a narrative environment fosters the understanding of linear models, the transition among different representation registers, and the development of mathematical modeling competencies in school education.