Introduction: Education today faces great challenges due to the dizzying advance of technology. This is evident in the first years of schooling, where reading and writing constitutes a central axis of the educational process, which, if not consolidated progressively, produces a fracture in academic development. Objectives: To analyze the impact that Generative Artificial Intelligence (AGI) tools can have on the strengthening of reading and writing in second-year students of Basic Education (EGB) of an urban institution in the province of Morona Santiago, Sucúa. Methodology: A pre-experimental design was applied with pre-test and post-test in a single group, consisting of 28 participants. Results: Reading and writing activities supported by the IAG were worked on for two weeks to progressively strengthen writing, reading comprehension and written production. After implementation, students showed improvements in phoneme recognition, reading fluency, comprehension of short texts, and a decrease in errors in written production. Conclusions: It is concluded that the integration of AGI, mediated by the teacher, contributes significantly to progressively strengthening reading and writing in the first years of basic education. General area of study: Education. Specific area of study: Artificial Intelligence applied to education. Type of item: original.

Introduction: the development of algebraic thinking in Basic General Education constitutes a fundamental process for understanding mathematical relationships and transitioning toward higher levels of abstraction. However, numerous studies show that students present difficulties in pattern identification, the use of variables, and the generalization of relationships, due to the predominance of traditional teaching methodologies. In this context, the integration of technological tools such as Scratch emerges as an innovative alternative to strengthening these learning processes. Objective: to design a didactic strategy mediated by Scratch for the development of algebraic thinking in ninth-grade students of Basic General Education. Methodology: the research was conducted under a mixed-methods approach, with a longitudinal pre-experimental design, applying a pretest and a posttest to a particular group of 35 students. Additionally, a semi-structured interview was conducted with five mathematics teachers. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through categorization by dimensions. Results: the findings revealed a low initial level, with an average achievement of 41.1% and 77.1% of students at initial and basic levels. After the intervention, improvements of over 30 percentage points were observed, reaching achievement levels above 70% in most indicators and 71.5% of students at satisfactory and advanced levels. Conclusions: the Scratch-mediated didactic strategy significantly contributes to the development of algebraic thinking by enhancing the understanding of variables, pattern identification, and the generalization of relationships, establishing itself as an effective and innovative pedagogical alternative. General area of study: education. Specific area of study: mathematics. Type of item: original.

Introduction. The assessment of mathematical competencies in upper secondary education remains a challenge for schools seeking to move beyond practices focused on memorization, procedural repetition, and the exclusive evaluation of results. In this context, Project-Based Learning is a relevant methodological alternative for promoting problem solving, logical reasoning, collaborative work, and the application of mathematical knowledge to situations close to students’ realities. Objective. To analyze assessment criteria and practices based on Project-Based Learning for evaluating mathematical competencies among upper secondary students from public and publicly funded faith-based schools. Methodology. The study followed a mixed-methods approach, with a convergent parallel design, descriptive-comparative scope, and cross-sectional orientation. A total of 183 students and 13 mathematics teachers from two educational institutions in Esmeraldas participated. Surveys, semi-structured interviews, and document analysis were used for data collection. Quantitative data were processed through absolute frequencies and percentages, while qualitative information was examined through content analysis and methodological triangulation. Results. The findings show that students perceive a limited use of projects and real-life problems in mathematics assessment, especially in public institutions. In contrast, teachers provide a more favorable assessment of their own evaluative practices, revealing a gap between students’ perceptions, teachers’ views, and documentary evidence. Triangulation made it possible to identify the need for clearer assessment criteria to evaluate processes, performance, argumentation, collaborative work, and contextualized evidence. Conclusion. The study concludes that the assessment of mathematical competencies in the analyzed institutions requires more explicit articulation with Project-Based Learning through formative and authentic criteria that allow teachers to evaluate not only final products but also the learning process. The study contributes a proposal of assessment criteria applicable to public and publicly funded faith-based educational contexts. General area of study: Education. Specific area of study: Pedagogy and didactics of mathematics. Type of study: Original article.