FROM NUMERICAL LEARNING TO DIGITAL LITERACY: USING COLOMBIA APRENDE

Abstract

This research article aimed to analyze the impact of a pedagogical strategy mediated by the digital platform Colombia Aprende in strengthening multiplication learning among third-grade students at the Agustín Codazzi educational site, located in the municipality of Algeciras, Huila. The study addressed persistent difficulties in mastering basic operations within rural school contexts, which hinder the development of logical-mathematical thinking and meaningful appropriation of numerical knowledge. Adopting a quantitative approach, the research employed a quasi-experimental design with pretest and posttest applications, allowing for a comparative analysis of student performance before and after the intervention. The sample consisted of intentionally selected students who were administered diagnostic and evaluative instruments. The pedagogical strategy incorporated digital resources, explanatory videos, interactive exercises, and educational games available on the Colombia Aprende platform, integrated into regular mathematics sessions. The results revealed significant improvements in students’ understanding and execution of multiplication, as well as increased motivation, active participation, and self-confidence when facing mathematical challenges. Statistical analysis of the data supports the effectiveness of the intervention. It is concluded that the use of national, contextualized, and freely accessible digital platforms represents a valuable tool for promoting pedagogical innovation, reducing digital gaps, and enhancing educational quality in rural areas. Systematic incorporation of such platforms into lesson planning and teacher training programs is recommended.