Spaced repetition technique in Mathematics
DOI:
https://doi.org/10.71112/b0khvc76Keywords:
Memory, mathematics teaching, Spaced repetition technique.Abstract
This research was conducted at the San Andrés Franciscan Educational Unit, located in the historic center of Quito. It involved using the Spaced Repetition Technique with third-year A parallel high school students during the months of May and June. The technique was used to evaluate the impact on mathematics teaching. The technique involves teaching mathematics concepts repeatedly in short bursts at the beginning of each class. At the end of the study, students' knowledge was assessed using a virtual questionnaire designed in Google Forms. A quantitative method was used to determine the results, with a survey used as an instrument to verify satisfac-tion levels based on the Likert scale. IBM SPSS Statistics 21 was used as a base for data organization and descriptive analysis. The results were favorable, since most of the students considered that the retention of mathematical concepts helped them to develop problems related to the topics posed by the teacher, this im-pacted their academic performance, because their grades were higher than those of the third year of high school “B”, a course where the Spaced Repetition Technique was not applied. It is important to mention that this tech-nique serves as a complement to any methodology that the teacher is using to teach their classes, since it fo-cuses on the retention of information in long-term memory, serving as a basis for the recovery of concepts, which later serve in the construction of knowledge, generating mathematical reasoning and meaningful learning in students.
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