Received: 17.09.2021; Revised: 26.10.2021, Accepted: 22.11.2021, Published Online: 14.12.2021

Florencio FLORES CCANTO1, Daniel Marcos CHIRINOS MALDONADO2, Vicente Carlos DÁVILA HUAMÁN3, Walter Rony YUPANQUI HUATUCO4, Elizabeth Katerine AUQUI RAMOS5, Lourdes GALVEZ MORALES6, Lilia Dina FLORES CONISLLA7, Marianella Marilú VILLEGAS LIRA8


1,2,3,4,5,6,7,8 Universidad Nacional de Educación Enrique Guzmán y Valle,,,,,



This study carried out as didactic material was proposed to prove that the digital didactic materials affect the achievement of the competences of conceptual and procedural in the learning of Basic Mathematics I in the students of the university. The research approach is quantitative, quasi-experimental design, applied type, with two study groups, one experimental and one control, which are measured before and after, with a sample of 295 students of the first cycle of studies, from the Faculties of Sciences, Initial Education and Business Sciences that total 295 in which 70 are in the experimental group and 70 in the control group. The control group worked using the traditional methodology and the experimental group using the digital didactic materials; to which an entrance and exit test was applied at the end of the planned contents. Subsequently, the hypotheses were tested. The general hypothesis was tested by means of the specific hypotheses; likewise, the descriptive study was carried out on the data obtained. The Normality study was carried out using the Kolmogorv-Smirnov statistic, and the result showed that the data did not differ from the Normal distribution, so the test was carried out using the t-Student statistic. The result of *p value in each case was 0.000 and less than 0.05: so, the alternate hypotheses are accepted and the corresponding null hypotheses are rejected. Whereby it was tested that the use of digital teaching materials influences the achievement of Basic Mathematics I competencies in UNE students, 2021.

Keywords: Digital didactic material, mathematics learning, conceptual knowledge, procedural knowledge.