Effectiveness of the CoCoA computational system for the organization of oral and written thinking

Abstract

In the current context dominated by the digital era, computational systems have established themselves as a fundamental tool in various fields of human communication, ranging from programming to the development of artificial intelligence and virtual assistants. The objective of the study was to analyze how the Computer Algebra System CoCoA influences the structuring of verbal and written discourse of Mathematics students at the National Autonomous University of Nicaragua, Managua (UNAN-Managua) in its Regional University Center of Estelí (CUR-Estelí). Using a mixed, descriptive and cross-sectional approach, where surveys were applied to a sample of 13 students and 8 professors. The results revealed a positive perception among students, who value CoCoA for its ability to strengthen computational thinking skills and facilitate the resolution of complex mathematical problems. However, a significant gap was identified: many teachers lack sufficient knowledge about this tool. This disparity underscores the urgency of implementing teacher training programs to effectively integrate CoCoA into the educational curriculum, thus promoting a more equitable and beneficial use of this technology in mathematics learning. In conclusion, CoCoA represents a crucial opportunity to improve both the understanding and expression of mathematical thinking, but its successful implementation requires a firm commitment from educational institutions to bridge the digital divide and maximize its educational impact.