Analysis of technological tools for teaching mathematics and their impact on student learning at CETIS91
DOI:
https://doi.org/10.62452/4asvb809Keywords:
Technological tools, mathematics teaching, student learningAbstract
In order to assess their influence on student learning, this article analyzes the technological resources utilized in mathematics instruction at Centro de Estudios Tecnológicos Industriales y de Servicios No. 91 (CETIS91). A mixed methodological approach is utilized to analyze the effects of different digital platforms, applications, and instructional software used in math classes on students' motivation, problem-solving abilities, and comprehension of important ideas. According to the findings, students' academic performance is greatly enhanced by the use of technologies like interactive simulators, software for solving mathematical problems, and online learning platforms, which encourage more dynamic and individualized learning. However, challenges related to the effective integration of these tools in the classroom are identified, such as lack of teacher training and limited access to technological resources in some cases. Finally, recommendations are proposed to optimize the implementation of these tools and maximize their potential in the teaching of mathematics at CETIS-91.
Downloads
References
Asqui Lema, B. O. (2024). Recursos educativos digitales para mejorar el aprendizaje en matemáticas. Esprint Investigación, 3(1), 59–72. https://doi.org/10.61347/ei.v3i1.67
Baker, R. S., & Inventado, P. S. (2014). Educational data mining: A review of the state of the art. Journal of Educational Data Mining, 6(1), 1-25. https://doi.org/10.1007/978-1-4614-3305-7_4
Cohen, R. (2011). Teaching Mathematics: A Handbook for Teachers. Academic Press.
Ertmer, P. A. (1999). Addressing freshman students’ perceived barriers to using computers in instruction. Computers in Human Behavior, 15(2), 173-192. doi: https://doi.org/10.1007/BF02299597
Fernández Sutta, F. U., Tejada Auccacusi, R., Galiano Campo, C., & Ccahua Valle, E. R. (2024). Uso de Tecnologías en matemática y su impacto en la enseñanza. Ciencia Latina Revista Científica Multidisciplinar, 8(4), 1004-1029. https://doi.org/10.37811/cl_rcm.v8i4.12341
Hattie, J. (2012). Visible Learning for Mathematics, Grades K-12. : Corwin.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
Miller, H., & Thompson, P. (2019). Challenges and benefits of integrating technology in mathematics classrooms. Educational Technology & Society, 22(4), 65-75.
Orellana-Campoverde, J. A., & Erazo-Álvarez, J. C. (2021). Herramientas digitales para la enseñanza de Matemáticas en pandemia: Usos y aplicaciones de Docentes. Episteme Koinonia, 4(8), 109–128. https://doi.org/10.35381/e.k.v4i8.1348
Ripalda Asencio, V. J. (2024). El desarrollo del pensamiento lógico matemático en la Educación inicial. Ciencia Latina Revista Científica Multidisciplinar, 8(3), 6058-6068. https://doi.org/10.37811/cl_rcm.v8i3.11801
Stein, M. K., & Smith, M. S. (2011). Mathematical Thinking and Learning: A Review of the Literature. Routledge.
Verdezoto Estevez, K. S., Guambuguete Rea, D. W., Patín Ramos, P. P., & Barragán Velasco, M. J. (2024). Impacto de las herramientas informáticas en el aprendizaje de la Matemática en estudiantes de Educación General Básica. Reincisol., 3(6), 6126–6147. https://doi.org/10.59282/reincisol.V3(6)6126-6147
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Maritza Librada Cáceres-Mesa, Patricia Ríos-Ramírez, María Guadalupe Veytia-Bucheli, Octaviano García-Robelo (Autor/a)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The authors retain the copyright, granting the Journal the right to first publication of the work. The authors assign the Journal the rights to exploit the work, authorizing its distribution and public communication for non-commercial purposes. The authors retain the moral rights to the published work. The economic rights belong to the Journal.
