ENSEÑANZA DIGITAL DE MATEMÁTICAS: IMPACTO EN LA CONSTRUCCIÓN DEL CONOCIMIENTO EN BACHILLERATO
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Abstract
Introduction: The implementation of digital resources has shown a favorable impact on the academic performance of high school students. Their use in teaching significantly enhanced the understanding of specific topics, demonstrating their effectiveness under a constructivist approach that promotes active knowledge development and collaborative interaction.
Objective: This article analyzes the impact of digital resources on the teaching and learning of mathematics, evaluating their effectiveness in improving academic performance and exploring how they contribute to students' active learning. Method: To achieve this objective, the research was conducted using a mixed-methods approach, collecting and analyzing qualitative and quantitative data. A total of 43 second-year high school students in science and accounting participated, divided into two groups: science, with 30 enrolled students, and accounting, with 13 enrolled students.
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Results: The results showed significant improvements in academic performance in mathematics, with notable differences between initial and final assessments, confirmed by p-values (science: 0.000017; accounting: 0.00355), validating the effectiveness of the applied methodologies. Additionally, the post-tests reflected the contribution of digital tools to meaningful and motivating learning.
Conclusions: The implementation of technologies not only facilitated the interaction between students and mathematical concepts but also promoted collaborative learning, characteristic of the constructivist approach. This integration allowed students to develop critical skills and apply knowledge in diverse contexts, reinforcing their autonomy and ability to construct new mathematical concepts.