Use of ICT in the teaching-learning process of mathematics for basic education students

Abstract

Introduction: The integration of Information and Communication Technologies (ICT) into curricular design is essential for fostering meaningful learning. Objective: To develop a methodological proposal that integrates ICT into mathematics teaching for elementary-level students at Escuela Manuel J. Calle No. 183. Materials and Methods: A descriptive research approach with a quantitative focus was employed, using surveys to analyze perceptions of the use of these tools. Results: 78% of students enjoy when teachers use ICT, 58% believe these tools enhance their understanding, and 52% highlight interactive games as the most effective resources. However, only 39% have frequent access to technological devices at home, 72% have occasional internet access, and just 50% of teachers use digital platforms, evidencing a significant technological gap. To address these limitations, a proposal was designed centered on Google Classroom, complemented by Kahoot, Quizizz, Google Forms, and educational videos, aiming to foster interaction, personalize learning, and facilitate dynamic assessments. Discussion: The findings align with previous studies that highlight the positive impact of ICT on learning, though challenges such as restricted access and insufficient teacher training persist. Conclusions: The proposal seeks to transform mathematics teaching into an interactive and meaningful experience, with potential for replication in other disciplines. Future considerations include the incorporation of artificial intelligence, augmented reality, and enhanced teacher training to maximize the educational benefits of ICT.