The incidence of interactive Learning Objects in the Understanding of basic mathematics in Colombia

this article analyzes the impact of the use of Interactive Learning Objects, ILO, created by Descartes JS program, the acquisition or development of mathematical skills in students, and the teaching-learning process guided by teachers of fourth and fifth grade Primary Basic Education in Débora Arango Pérez (Medellin) and Primitivo Leal La Doctora (Sabaneta) schools. During the analysis, it was necessary to apply various research tools such as the standardized diagnostic test and the final standardized test. These tests were applied to a sample of 231 students in the first school and 237 in the second school using two control groups and two experimental groups in each learning context, and comparing the results by groups and in general. Descriptive data analysis and statistical inference are presented, and the analysis concludes that students can make a rational use of resources and virtual strategies to improve the understanding of mathematics in the presence of the digital immigrants (i.e., the teachers) to promote an independent digital literacy and a collaborative work inside the classroom or outside it. The study concludes that the use of digital resources, such as ILO, can improve academic performance in the area of mathematics, but teachers need to include new strategies and develop a Pedagogical intervention Model tailored to the characteristics of each context