MATHEMATHICS WITH B-LEARNING

Currently the use of Information and Communication Technologies (ICTs) in education has transformed the teaching-learning process, providing several and innovative proposals that go hand in hand with student's growing needs. The research was performed in order to test new possibilities and instruction mode to enrich the teaching/learning process. Based on new technology, long distance education is having more acceptances in different Mexican universities, thus becoming a fertile field for researchers to determine its effectiveness. Long distance education research in mathematics specifies that the interaction between teacher-student and student-student is a fundamental part of the educational practice in this modality [2]. Teacher, student, the object of knowledge and the objectives of teaching are the elements of any educational practice, but it is the interaction between them that determines its practice. Interaction is then an intrinsic effective element of any educational environment; in long distance education it is the instructional strategy core component, [3]. The research aims to demonstrate student's level of acceptance and achievement after studying Differential Calculus at Universidad Autonoma de Baja California (UABC) School of Engineering (Mexico) in a blended learning modality using Blackboard platform. Two groups of students were chosen, one experimental group and one control group, all of them incoming Differential Calculus students. The experimental group, made up of 35 students was named group D, who took the class in the b-learning modality. The control groups made up of 100 students in 3 separate groups A, B and C, attended a classic classroom throughout the course. It was observed that the positive results obtained with the D experimental group in online activities, dealt greatly to students own characteristics, since students working in network must have a series of distinctive characteristics like motivation, independence and self-sufficient as a student, which influence directly in their learning From the results obtain in the control group and experimental group; we conclude that there is a favorable difference in the averages from students' partial exams who took Differential Calculus in the blended learning modality in comparison to those that used the traditional schema.