Use of Digital Technologies to Teach Mathematics: Integration of Applications and Interactive Platforms

Abstract

The use of digital technologies is transforming mathematics education by facilitating interactive, engaging, and visual learning environments. However, structural gaps still condition their effective implementation in Ecuador. The objective of this research was to analyze the perceptions and experiences of upper basic education teachers regarding the integration of digital technologies in mathematics instruction, with special attention to the use of applications and interactive platforms as mediators of the teaching-learning process in Ecuadorian school contexts. This qualitative study was conducted through 18 interviews with teachers in Quito. Thematic and co-occurrence analysis was applied using ATLAS.ti, organizing the findings into three previously defined dimensions. Teachers actively use digital tools to enhance mathematical understanding. Increased student motivation was evident, along with institutional challenges such as limited connectivity, insufficient training, and a lack of clear technological policies. Digital technologies reframe mathematical learning by fostering comprehension and autonomy; however, their impact depends on institutional factors, highlighting the need for teacher training and sustained planning for their integration.