Perceptions of Pedagogical Effectiveness of The Workshop on The Use of Taptana Cañari For Mathematics Teaching: A Comparative Analysis in Different Educational Contexts

Abstract

Objective: The aim of this study is to analyze perceptions of pedagogical effectiveness regarding the workshop on the use of Taptana Cañari for teaching mathematics in diverse educational settings.   Theoretical Framework: In Ecuador, mathematics teachers have employed traditional approaches in their teaching in recent years. The incorporation of Taptana Cañari as a playful strategy in the educational process can promote an interactive approach to learning this subject.   Method: The study relied on a non-experimental ex post facto research methodology, with a quantitative approach, featuring an exploratory and descriptive-correlational scope. Data were collected through structured questionnaires to assess the perception of 135 teachers from different educational backgrounds regarding the effectiveness of the workshop on the use of Taptana Cañari in teaching mathematics. Statistical analyses were employed to examine differences between groups and explore relationships between variables, utilizing a significance level of p < 0.05.   Results and Discussion: The study evaluated the perception of a mathematics teaching workshop using Taptana Cañari. A generally positive perception was found regarding pedagogical effectiveness, but areas for improvement in relevance and adaptability were identified. Differences in perception were observed between urban and rural participants, as well as between mathematics teachers and those from other areas. These results highlight the need to adapt educational workshops to the specific needs of participants and explore how these differences may affect students' academic performance.   Research Implications: The findings of this research have significant implications for educational practice. The generally positive perception of the pedagogical effectiveness of the workshop indicates its potential to enhance mathematics teaching. However, the areas for improvement identified in relevance and adaptability underscore the need to adjust the workshop design to better meet participants' specific needs. Additionally, differences in perception between urban and rural participants, as well as between mathematics teachers and those from other areas, emphasize the importance of considering contextual and professional characteristics when implementing educational interventions. These considerations are crucial for maximizing the impact of workshops and promoting effective learning in diverse educational environments.   Originality/Value: This research contributes originality by exploring participants' perception of the Intaka mathematics teaching workshop using Taptana Cañari, an uncommon approach in the educational field. Its value lies in identifying specific areas for improvement in the adaptability of the workshop, as well as in highlighting differences in perception between urban and rural participants, and between teachers from different areas. These findings offer unique insights for designing more effective and contextualized educational interventions, with the potential to significantly enhance the quality of learning in diverse educational communities.