La enseñanza de las matemáticas en escuelas en tiempos de tecnologías emergentes
Teaching mathematics in schools in times of emerging technologiesBarra lateral del artículo
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El artículo analiza los retos y oportunidades de la enseñanza de las matemáticas mediante tecnologías emergentes, enfocándose en su impacto pedagógico y los desafíos que enfrentan los docentes al incorporar herramientas digitales. Se destaca el concepto de “distancia instrumental”, que evidencia la brecha entre el potencial de las tecnologías y su aplicación efectiva en el aula. La metodología empleada fue una revisión sistemática de literatura publicada entre 2020 y 2024 en bases como Scopus, Web of Science y Scielo. Los resultados señalan que herramientas como GeoGebra y el software de geometría dinámica pueden enriquecer el aprendizaje, estimular la motivación y fortalecer el pensamiento lógico. No obstante, se identifican barreras como la insuficiente formación tecnológica de los docentes y la desigualdad en el acceso a recursos digitales. Se concluye que es necesario desarrollar estrategias y programas de formación eficaces para una integración equitativa de las tecnologías en la educación matemática.
This article analyzes the challenges and opportunities of teaching mathematics through emerging technologies, focusing on their pedagogical impact and the challenges teachers face when incorporating digital tools. It highlights the concept of "instrumental distance," which highlights the gap between the potential of technologies and their effective application in the classroom. The methodology used was a systematic review of literature published between 2020 and 2024 in databases such as Scopus, Web of Science, and Scielo. The results indicate that tools such as GeoGebra and dynamic geometry software can enrich learning, stimulate motivation, and strengthen logical thinking. However, barriers are identified, such as insufficient technological training for teachers and unequal access to digital resources. It concludes that it is necessary to develop effective training strategies and programs for the equitable integration of technologies in mathematics education.
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