Integration of digital tools to promote meaningful learning of mathematics in high school, post-pandemic period

Abstract

In a post-pandemic context, education has had to adapt to ensure effective learning, highlighting the importance of technologies in classrooms. This research aimed to evaluate how the integration of digital tools influences the meaningful learning in mathematics of high school students at the Alfonso del Hierro La Salle Private School. A mixed methodological approach was used, which included documentary analysis, student surveys and teacher interviews, developing a case study to delve deeper into the topic. The results showed that, although the majority of students positively value the use of digital tools, there are disparities in perceived effectiveness, especially in areas such as gamification and logical reasoning. The lack of unified teacher training consistent with the school's educational model has led to an uneven implementation of these tools, affecting the learning experience. The main conclusion is that, although digital tools can facilitate meaningful learning, their success depends on the continuous and specialized training of teachers, as well as a unified pedagogical framework that allows teachers to offer quality classes adapted to the needs of the students.