Móbiles technological environments as a learning space for mathematics and their value in the transformation of educational practices

Abstract

The learning of mathematics has aroused the interest of many investigations for several decades; the different problems are associated with the act of teaching, thus the concern for the didactic quality motivates the use of new strategies and resources to improve this process. The research reviewed here sought through an analysis of the information collected through qualitative methods, reflect on the problem of learning and the didactics of mathematics, on the criteria of curricular order raised within the educational institutional project of a school in Córdoba Colombia, the institution Dolores Garrido, with students and teachers of secondary education, grade 11, on the way teachers conceive the task of teaching mathematics and on the materials available to support the design of learning environments of the areas, between These are the instruments for accessing digital networks and resources. To investigate the value of mobile technological environments in the transformation of teaching practices and in the quality of the learning processes of matemáticas, is a matter of main interest of the study reviewed here. The project is developed with an action research design as a form of self-reflective inquiry. Their results provide evidence that by implementing mobile technological environments in the teaching-learning processes of mathematics, transformation is generated in pedagogical practice, the quality of student learning is favored; This is reflected in aspects such as the implementation of a more organized pedagogical work, a didactic integration of technologies as mediation to the curricular guidelines of the institution and a transparency in the learning of mathematics that transcends any time and space where mobile technological environments were viable to be exploited.