Introduction: the understanding of specific terms in the subjects constitutes a central axis to guarantee meaningful learning, especially in areas such as the social sciences, which address historical, geographical, economic, and cultural phenomena of high conceptual complexity. Objectives: The research aims to design a methodological strategy on the use of the school dictionary in the understanding of social science terms in seventh grade students of the César Nevil Estupiñán Bass Public School. Methodology: using a methodological framework of mixed approach, under a non-experimental design with a descriptive-explanatory scope, implementing primary collection instruments through historical-logical analysis, and secondary consisting of questionnaire, structured interview and diagnostic tests, aimed at understanding the object of study. Results: A low autonomy of dictionary use was observed, with 80% of students needing the intervention of classmates or teachers, with 20% of independent individuals; other factors established are the lack of motivation or deficient methodology in pedagogical initiatives. Through these findings, a methodological strategy was proposed consisting of stages of diagnosis, planning, execution, and evaluation, through active, collaborative, and technological methods, being validated under specialized review. Conclusions: The study identified the limitation on vocabulary comprehension in seventh-grade students around social sciences, directly influencing the interpretation of content and construction of learning. General Area of Study: Pedagogy. Specific area of study: Social Sciences. Type of study: Original articles.

Introduction. Musical notation is a fundamental pillar of music education and instrumental instruction. This study aims to enable second-year students at the La Merced Conservatory in Ambato to develop their reading skills using a mobile application, which will facilitate the correct interpretation of musical symbols as well as the development of interpretive abilities. Methodological barriers persist in the continued use of traditional teaching strategies that limit students in various aspects, such as motivation, comprehension, and fluency. The implementation of technology emerges as a pedagogical ally within the teaching–learning process in music education. Objective. Design a pedagogical strategy based on the use of the Notes Teacher app to strengthen musical reading learning among students at the La Merced Conservatory of Music in Ambato. Methodology. Mixed-method research with a pre-experimental pretest - posttest design in a particular group. The sample consisted of 38 students selected through intentional non-probabilistic sampling. A 12-item questionnaire was applied, validated by expert judgment (three experts with sufficiency assessment) and with a Cronbach's Alpha reliability coefficient of 0.873, indicating excellent internal consistency. The intervention consisted of four 120-minute sessions with the Notes Teacher application. For quantitative analysis, the non-parametric Wilcoxon test was used, and for the qualitative component, a semi-structured survey was applied to 29 students. Results. A significant improvement was evidenced in the recognition of musical notes and figures, with an increase from 47% to 89% in high and very high-performance levels. The Wilcoxon test yielded a Z = -5.43 value with p < 0.001, confirming the statistical significance of the improvement. Qualitatively, students reported greater motivation (89% at extremely elevated level), autonomy (97% at high and exceedingly important levels), and rhythmic comprehension. Conclusion. The didactic strategy with Notes Teacher proved to be effective in significantly improving music reading, validated by both quantitative data and qualitative perceptions. Its integration is recommended as a pedagogical tool at all educational music levels. General area of study: Education. Specific area of study: Pedagogy in digital environments. Type of study: Original Article