Virtual Environment of Learning to Support the Topic of Proportionality at Elementary Levels Elena Fabiola Ruiz Ledesma 1 , Lorena Chavarría Báez 1 , Laura Ivonne Garay 2 1 Instituto Politécnico Nacional, Departamento de Posgrado SEPI-ESCOM, Mexico City, Mexico 2 Instituto Politécnico Nacional, UPIITA, Mexico City, Mexico efruiz@ipn.mx, lchavarria@ipn.mx, lgaray@ipn.mx Abstract. This article describes the technological and educational factors involved in the development of the educational software proposal named Dwarfs and Giants, which is expressed as a Virtual Environment of Learning developed under the standard Sharable Content Object Reference Model in its version 1.2. This tool lends a helping hand to the teacher in the classroom. It has activities, according to the studying plan of the Secretaría de Educación Pública in Mexico. To strengthen the topics of ratio and proportion in students of the sixth grade of elementary school. The VLE was tested and used by a group of 28 students in the sixth grade of elementary school during 8 sessions, once every week. As field research these students answered some initial questions before using the software and answered some more questions at the end. Meaningful attainments were obtained and these are shown in the information given by the teacher in charge of the group and related to the raising of the grade in the mathematics exams from various students. There was an increase in the final evaluation compared to the initial one (43.2% to 73.2%). When applying the test t-student, a statistically meaningful difference was observed (p<0.005), that is why the VLE is considered to have had profound positive impact on the students’ learning. Keywords: Virtual learning environments, agile methodologies to develop software, object-oriented programming, SCORM. 1 Introduction The use of the Information and Communication Technologies (ICT) in the teaching- learning process has been increased in recent years and it has had a powerful impact due to the fact that more people can access knowledge without being present in a classroom, as well as the outstanding decrease of time to make educational material to convey topics. In this regard, Mendoza [1] comments that the challenge of bringing ICT into the classroom is not only what can be related to the infrastructure or the acquisition of technological resources, but also the way how the teacher works with them, when you use them, for what and what hopes to achieve learning in students. 111 ISSN 1870-4069 Research in Computing Science 127 (2016) pp. 111–120; rec. 2016-08-16; acc. 2016-09-15