Digital tools to improve learning in mathematics

Abstract

The teaching of mathematics requires the incorporation of digital tools that facilitate comprehension, motivate students, and strengthen innovative pedagogical practices, especially in rural contexts where significant technological and training gaps persist. The objective of the research was to identify the digital tools that can be integrated into the mathematics teaching process in a rural educational institution in Santa Elena, and to analyze their potential benefits for elementary-level students. A convergent mixed-methods design was applied, including surveys administered to teachers, an interview with the institutional authority, and a demonstrative class observation. Quantitative and qualitative data were analyzed separately and subsequently triangulated. Teachers positively value digital tools, although their use remains irregular. The institutional authority acknowledges technological limitations, and the observation revealed high student participation but a need for support when operating digital resources. The study confirms the pedagogical potential of digital tools to improve mathematics learning; however, their effective implementation depends on adequate infrastructure, teacher training, and institutional support to ensure sustained and effective use.