The objective of this research was to analyze the causes and consequences of the systematic process of teaching and learning of the division of whole numbers, a study aimed at students and teachers of the 3rd and 4th level of basic education. For its development the qualitative paradigm was used through the modality of field research. As informants, twenty (20) students and two (2) teachers participated. All participants are enrolled in the 3rd and 4th level of the Giordano Bruno School located in the city of Quito, Ecuador. To collect the information, the observation technique and the semi-structured interview were used, and the instruments were subjected to a validity process, where the triangulation was applied. The results were analyzed to give an answer to the proposed objective of the manuscript, where the teaching-learning method applied to the students is presented as a critical-constructivist model, but in reality, a mechanic-academicist education system is used. It was evidenced that teachers shorten the logical processes of the division of whole numbers, by the time-space factor.

The main objective of this research is to analyze the participation of women in Ecuador in multi-person and single-person popular election processes at a legal and social level between 2019 and 2021. This is a documentary study corresponding to the qualitative paradigmatic modality, descriptive in scope and ethnographic design where the analytical-synthetic, inductive-deductive-historical-logical and legal interpretation methods were used. Data from the 2019 elections corresponding to multi-personal positions such as mayors, prefects, urban and rural councilors and unipersonal positions corresponding to president, vice-president and national, provincial and foreign assembly members elected in the 2021 elections are analyzed. The findings show that women in Ecuadorian politics have difficulties in being elected and achieving parity, identifying a gender gap at all levels that is due to multidimensional factors explained in this study. It was determined that despite the existence of different regulations that promote gender equality and women's representation in the political world in Ecuador, these have not been able to materialize due to criteria related to the deep and marked social stereotypes that are maintained in the country.   Received: 21 August 2022 / Accepted: 3 October 2022 / Published: 5 November 2022

The main objective was to analyse gender equality in the context of its social, legal and parliamentary role in Ecuador. The methodology was systematically based on the mixed model of concurrent transformative design. Documentary and statistical data were collected from major sources. The information was analysed using the triangulation method. The results were three categories. The constitutional regulation of gender equality. The legal regulation of gender equality in the parliamentary sphere. Statistical data on gender equality in the legal parliamentary sphere. In conclusion, it has been established that a more educated society is more inclusive and that erradicates female discrimination.

The aim of the study was to design a theoretical approach to the existing techno-ontological logical emotions of university mathematics teachers working in universities in Ecuador. The research was qualitative. For the selection of the sample, a random selection was carried out under the criterion of intentionality. Twenty (20) students and eight (8) mathematics teachers from different universities participated. For data collection, we used a participatory digital observation guide and an open-ended interview. Three categories emerged from the results: the andragogic retrotopia of being a mathematician, the emotional scar in teacher training and the educational perception of the university student. We conclude with a theoretical approach in which the deficit of professional digital training in mathematical sciences allows the emotional logic of the Ecuadorian teacher to drive him/her to portray an academic being that generates hatred and rejection in the university educational community.

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