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ORIGINAL RESEARCH article

Front. Educ.
Sec. Higher Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1364642

Enhancing Mathematical Function Understanding in University Students: A Comparative Study of Design Thinking vs. Traditional Teaching Methods

Provisionally accepted
Yuliana Jiménez-Gaona Yuliana Jiménez-Gaona *Edgar Suconota Edgar Suconota Darwin Castillo Darwin Castillo Rolando Quisphe Rolando Quisphe
  • Universidad Técnica Particular de Loja, Loja, Ecuador

The final, formatted version of the article will be published soon.

    This methodology aims to develop a problem-solving scientific approach called design thinking as a strategy for learning mathematics functions. The study was applied to a sample of 138 students of biochemical, biological, and industrial engineering careers attending the first academic cycle at the Faculty of Natural and Exact Sciences of the Particular Technical University of Loja-Ecuador. The methodology uses a quasi-experimental design with a convenience sampling method. All participants were divided into a control group (C, D, K) and an experimental group (P, Q, R). Knowledge, skills, perceptions, and engagement were measured through pretest and posttests, workshops, rubrics, projects, and survey instruments. The pretest results indicate that both groups had similar knowledge of mathematical functions (pretest mean experimental group: 1.42 / 2 and mean control group: 1.55 / 2). Moreover, after applying the DT strategy to the experimental group, the variables questionnaire, project, and workshop show statistical differences (p < 0.001) between groups related to the Traditional Learning strategy, increasing the experimental group's score in the project (posttest mean experimental group: 1.62 / 2 points, and mean control group: 1.65 / 2). The survey opinion indicates that 53.5% of the experimental group highlighted the project's development as positively impacting their academic training. In conclusion, problem-

    Keywords: Encabezado, Sangría: Izquierda: -0, 2 cm Tabla con formato Con formato: Encabezado, Centrado Encabezado, Derecha, Derecha: -0, 2 cm Design Thinking, higher education

    Received: 02 Jan 2024; Accepted: 07 Oct 2024.

    Copyright: © 2024 Jiménez-Gaona, Suconota, Castillo and Quisphe. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Yuliana Jiménez-Gaona, Universidad Técnica Particular de Loja, Loja, Ecuador

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.