Conference Agenda

This study analyzed the relationship between self-esteem and academic achievement in mathematics among 4th-grade secondary students from a private educational institution in Nuevo Chimbote (2025). A quantitative approach was used, with a non-experimental, cross-sectional, descriptive-correlational design. The sample consisted of 68 students. Self-esteem was measured using a 14-item questionnaire (cognitive and affective dimensions), and achievement was obtained from official school records classified by performance levels. Content validity was established through expert judgment. Overall reliability was adequate (Cronbach’s α=.799; ordinal α=.86), although the cognitive dimension showed moderate consistency. Descriptively, medium (61.8%) and high (33.8%) self-esteem predominated, while low self-esteem was infrequent (4.4%). In mathematics, most students were placed in “in progress” (41.2%) and “expected achievement” (39.7%), with 19.1% at the “initial” level. Multivariate normality tests rejected joint normality; therefore, Spearman’s rho was applied. The correlation between self-esteem and mathematics achievement was virtually null and not statistically significant (ρ=.029; p=.816). By competencies, “quantity” showed the highest proportion at the expected level, whereas “data management and uncertainty” concentrated cases in the in-progress level. It is concluded that, in this sample, self-esteem was not significantly associated with mathematics achievement.

The objective of this research was to determine the relationship between students' experience using GeoGebra and their self-regulation of learning in a mathematics course at a private university at the campuses of in Trujillo and Cajamarca, Perú. The research was descriptive-correlational in nature. The sample consisted of 204 students, and a questionnaire was used as the research instrument. The results showed a high and statistically significant positive correlation, as indicated by Spearman's Rho correlation coefficient. Given that the normality test confirmed that this was non-parametric data, the Rho value was .874 and the p-value was 0.000, which, being less than 0.05, allowed the alternative hypothesis to be accepted. Finally, it was concluded that there is a relationship between the study variables, as well as between the experience of students who use GeoGebra and the dimensions of the self-regulation variable. In this sense, the importance of this type of tool in mathematics courses is evident, since as students interact with it, better academic performance can be achieved.

This research focuses on teaching strategies for linking abstract content of algebraic structures (groups, rings, modules) with contemporary applications in students at FCNM-UNAC, Callao 2025. It identifies problems such as student demotivation due to the lack of connection between theory and practice, and proposes active methodologies, digital tools, and contextualized approaches to improve knowledge understanding, application, and transfer. The study uses a quantitative experimental design with pre- and post-tests, validating hypotheses through statistical tests (Student t-test, Wilcoxon test). The results show significant improvements in all the dimensions evaluated (conceptual understanding, application, transfer, and symbolic representation), confirming the effectiveness of the implemented strategies.

This study was designed using a quantitative approach and aimed to demonstrate how the use of GeoGebra AR improves learning among students taking a basic mathematics course at a private university in Trujillo, Peru. The research was conducted using a quasi-experimental design and involved 240 students studying basic mathematics, with 120 students in the experimental group and 120 in the control group. A questionnaire was administered individually using Google Forms, which was validated by an expert and achieved an average validation of 91.5%. The reliability coefficient was Cronbach's alpha .835. The results showed that the use of GeoGebra AR contributed to improved learning in the mathematics course, which was reflected in the post-test results in the experimental group, where 70% (64 students) achieved a satisfactory level. When compared with the results obtained in the post-test of the control group, it was found that only 32.5% (39 students) achieved a satisfactory level. When the general and specific hypotheses were tested, they presented an asymptotic significance of p=0.000, the null hypothesis was rejected.

In this research study, a web platform was developed to improve the learning of differential calculus among systems engineering students, knowing that first-year students currently have problems learning this subject, causing discomfort among students and parents. In response to this, the web platform was developed with interactively guided resources and practical challenges for each topic in the subject, applying challenge-based learning methodology. In addition, to visualize the increase in learning and motivation, tests and surveys were conducted on a group of systems engineering students. The results showed favorable levels with an average SUS of 74.79 out of 100. Using the TAM model, the system's ease of use was rated at 4.23/5, validating its technical viability and usability in the subject of differential calculus.

High school students struggle with linear equations due to limited feedback; thus, educational institutions increasingly use technological tools to effectively support, enhance, and strengthen student learning outcomes. The research aimed to develop and implement a web-based recommendation system based on artificial intelligence designed to reinforce the learning of linear equations in secondary school students. A quantitative approach with a pre-experimental design was applied, using pre-test and post-test to measure the impact of the system on reasoning, mathematical demonstration, and problem-solving skills. The reliability of the instruments was validated using Cronbach's alpha coefficient, with values above 0.80, while the Wilcoxon test confirmed significant differences (p < 0.05) between the initial and final results. The findings showed an average increase of more than 16% in student performance, demonstrating the effectiveness of the proposed solution. From a technological standpoint, the system integrates a recommendation engine, developed using the agile Scrum methodology, which made it possible to build a tool adaptable to pedagogical needs. In conclusion, the web-based recommendation system is an innovative and effective alternative for improving mathematics learning and lays the foundation for future research related to the personalization of the educational process through artificial intelligence techniques.

Actualmente el rápido crecimiento de la industria avícola y los mataderos avícolas producen cantidades cada vez mayores de subproductos y residuos sólidos orgánicos. El objetivo de esta investigación es determinar y comparar la eficiencia del proceso de electrocoagulación convencional (EC) y del electrocoagulador con electrodos móviles (EEM) en la remoción de parámetros fisicoquímicos de las aguas residuales de procesamiento avícola generadas en el mercado mayorista Conzac, ubicado en el distrito de Los Olivos. El estudio se desarrolló bajo un enfoque cuantitativo, de tipo aplicado y con un diseño experimental puro, realizándose ensayos a escala de laboratorio bajo condiciones controladas de voltaje, tiempo de tratamiento y, en el caso del EEM, velocidad de agitación. Las muestras de agua residual fueron caracterizadas inicialmente, registrándose altas concentraciones de turbiedad y sólidos suspendidos totales (SST), propias de efluentes avícolas. Los resultados evidenciaron que ambos procesos resultaron eficientes en la remoción de turbiedad y SST; sin embargo, el electrocoagulador con electrodos móviles presentó porcentajes de remoción significativamente superiores, alcanzando valores máximos de hasta 95.6 % en turbiedad y 95.3 % en SST. La comparación estadística confirmó diferencias significativas entre ambos sistemas (p < 0,05), demostrando una mayor eficiencia del EEM frente al EC. En consecuencia, se concluye que la electrocoagulación con electrodos móviles constituye una alternativa tecnológica más eficiente para el tratamiento de aguas residuales de procesamiento avícola.