Aplicación e impacto de las tics en la enseñanza de las matemáticas: una revisión sistemática

Abstract

In this investigation we have looked for, analyzed and systematized information in Spanish on empirical studies about I.C.T. applied to the teaching of mathematics. The systematic review was used as a method, the study units were the articles and thesis masters of the las five years; where we could access through digital repositories of the University of Cuenca: EBSCO, SCOPUS y COBUEC; of the 219 studies found based on inclusion and exclusion were selected 13 for its qualitative analysis in order to determine the state of the art, impact, contributions and limitations in teach of mathematics.

The most important results that could be obtained from this research are: there is no much information in Spanish about the I.C.T of teaching mathematics on empirical studies. In Ecuador, the most of the master’s thesis on this subject are methodological proposal or tutorials. In the studies analyzed the Geogebra software is the most used and the most discussed topics are linear function and linear equations and all studies generate contributions and limitations on students during interventions with the I.C.T in the teaching learning process.

It can be concluded that the appropriate use of I.C.T in the teaching of mathematics can help to improve motivational, attitudinal on academic aspects of students and still left open a large field to study about this subject both in the secondary, basic and higher level.