Evaluative Analysis of the Incorporation of ICT in the Solving of Mathematical Problems in Primary Education Students with the Help of Neutrosophic Statistics on Fuzzy Data

Abstract

This paper aims to determine the influence of incorporating Information and Communication Technologies (ICT) in solving mathematical problems in students of the Primary Educational Institution N° 70656 Ricardo Palma Puno, Peru. To collect the information, a pre-test and a post-test were applied in the variable "resolution of mathematical problems" to an experimental group that received classes with the help of the use of ICT. The test was applied to a control group of the same age that followed the traditional method of learning mathematics. Teachers were asked to evaluate children using a linguistic scale because it is simpler and more reliable. These values are associated with a triple of fuzzy numbers, to which t-tests are applied to compare the results of the pre-test with the post-test, and also between the experimental group and the control group. The triple represents the truthfulness, indeterminacy, and falseness. For processing, the theory of statistical methods for fuzzy data was generalized to the neutrosophic framework. The results show that the incorporation of ICT in the experimental group has significantly influenced the learning of mathematical problem-solving in the case of the skills of subtracting and dividing. In general, it can be stated that the incorporation of ICT in the resolution of mathematical problems of addition, subtraction, multiplication, and division in primary education has positive effects.