Incorporación de estrategias tecnológicas y matemáticas en el desarrollo del proceso de enseñanza-aprendizaje: un enfoque científico. Incorporation of technological and mathematical strategies in the development of the teaching-learning process: a scientific approach

Abstract

The incorporation of technological and mathematical strategies in the teaching-learning process is essential for providing innovative education, where technology is effectively integrated. The objective of this work is to analyze the importance of technological and mathematical strategies in the teaching-learning process. Descriptive-inferential statistics were used, with a non-experimental design. Since the variables are only observed and analyzed through the data obtained from the survey, the scope of the research is descriptive, as it was used to describe the main characteristics of each of the data obtained, with a quantitative approach. The research methods used were: analytical, inductive-deductive synthesis, historical, and logical, each being important when processing the relevant information. The survey technique used was a 10-question closed-ended questionnaire, with a sample of 110 students. The results showed that 47% of students had a very superficial level of knowledge of these strategies, and 54% believed that the teacher's fundamental role should be that of a guide and mediator. Fifty-five percent considered technological resources insufficient, and 49% agreed that video tutorials have greater potential to improve mathematics teaching. It was concluded that 14% of students lacked knowledge of these strategies, which can be used both inside and outside the classroom, as the educational institution's technological resources were insufficient