The objective of this research is to analyze the use of mobile learning objects for the teaching of mathematics in the teachers of the Dr. Leonidas García Ortiz Basic General Education School, using a non-experimental methodology of a cross-sectional cohort with an approach quantitatively through the application of a survey addressed to teachers that make up the total population, the same data allow us to respond to the problem in question. Obtaining that 50% of the respondents know and apply mobile learning objects within their educational plans, revealing the need to receive more information about these tools. It was collected from different bibliographic sources where it was possible to demonstrate the lack of knowledge that teachers have on this subject of study. The proposal that arises with this analysis is to carry out training on mobile learning objects for the teaching staff of the institution that teaches the subject of mathematics, which will allow the improvement of the inter-learning process with the students.

The present investigation was elaborated with the objective of knowing the perspective of the basic general education teachers of the Luis Rogerio González educational unit of the city Azogues. The methodology applied is of a quasi-experimental type with a quantitative methodological approach through a survey made up of 12 questions. As a study population in the research on a voluntary basis, there were 11 teachers who make up the basic area of said institution. The results show that teachers find it more advantageous to use educational technologies in the development of classes.

One of the fundamental problems in mathematics, on the part of the students of the BGU, is the operations with vectors, by the different corresponding graphic methods and hence its importance of study and search for a process to be carried out, that possesses creativity, dynamism, easy to use and more advantages in favor of the learner, provided by the GeoGebra program. For the methodology of teaching mathematics, it is necessary that the teacher together with the student explore the different possibilities of solving the exercises and join the traditional. What follows is that technology was not previously incorporated, such as a comparison between graphical and analytical methods of dichotomous interaction of theory and practice carried out in GeoGebra and applying ICT, with the traditional ones carried out on the blackboard; such as differences in time savings, accuracy in graphics, creativity, etc., so that the student is the direct observer of their changes and successes in understanding. Even more so when we carry out an investigation of students from the rural sector and their deficiencies for the management of technology.

The use of information technologies in the classroom is increasingly important, since students are exposed to various devices with which they access information through the observation of audiovisual material. Consequently, teaching staff must be trained and updated in digital skills for the development of teaching material. The objective of the research work was to analyze teaching digital skills and their influence on initial and nursery education activities at the San Francisco de Gualleturo School. The study had a qualitative approach; the interview technique was applied to a total of 3 teachers and the categories were analyzed: knowledge, use and development of digital teaching resources. Among the main results, it was obtained that teachers know various digital tools; however, they require training to optimize their use. The development of training in digital tools for the preparation of 2D and 3D presentations was proposed, as well as the incorporation of the use of digital calendars. It was concluded that the use of digital teaching resources increases children's interest in content.

The objective of this research was to apply gamification in the strengthening of the development of mathematical logical thinking in children of initial level 2 group of 4 to 5 years of the San Francisco de Peleusí de Azogues school, with the purpose that the children acquire and develop the necessary skills to function efficiently in any field. The methodology used was of the quasi-experimental type of cross-sectional cohort with a qualitative methodological approach through an observation sheet. A comparison of means was used, where the results reflect that the use of gamification designed on platforms such as Kahoot, Educaplay and Genially generated a positive impact and therefore the change was significant to strengthen mathematical thinking. Therefore, the teacher must be creative and innovative to apply the game in their pedagogical practice aimed at developing the cognitive aspect through connectivism.

Introduction. Technological advances have strengthened the dissemination of scientific knowledge reflected in teaching through virtual environments that influence language development, pronunciation, the ability to detect problems and find solutions. Goal. implement a techno-pedagogical tool to reinforce reading comprehension with an emphasis on metacognition and meaningful learning in Higher Basic students at the Chibuleo Bilingual Intercultural Millennium Educational Unit in Ambato. Methodology. the mixed approach was applied (qualitative with theoretical and quantitative support based on statistical analysis), the design was non-experimental, no manipulation and control were carried out, the researchers are limited to the observation of facts and events as they occur in their natural environment, the documentary bibliographical modality (literature review) and field 8 contact with reality were used), the levels were exploratory (little known topic, little information), descriptive data were collected regarding each category, concepts and contexts that favor their deepening, it was correlational by establishing a relationship between the variables, the sample includes 30 students and 8 educators in the area of ​​Language and Literature. Conclusions. the expository classes generate limitations in awareness, in cognitive processes, mental effort, self-regulation, while the insufficient use of digital resources increases difficulties in accessing knowledge, self-concept, self-esteem and motivation. Results. the resources and strategies used by the teacher favored motivation, active participation, reflexivity, self-awareness and self-control, being able to self-direct their learning and transfer it to other areas of their lives, with a focus on self-learning, the development of metacognitive skills, with a constructivist perspective, product of a continuous interaction aimed at strengthening cognitive skills linked to problem solving, communication, critical and reflective reading.