The teacher and the incorporation of ICT in the teaching of mathematics at the “Escuela Preparatoria Regional de Tuxpan”

Authors

DOI:

https://doi.org/10.31637/epsir-2024-764

Keywords:

education, ICT, math, teaching, taking of decision, Rational Choice Theory, Parametric Decision Theory, Social Choice Theory

Abstract

Introduction: ICT are tools present in daily life activities. There are many advantages that this tools offers and there is an easily way to make the difficult thighs turn into simple stuffs, and that facts make an increase in their applications for the education. The ICT incorporation brings with it many changes in the ways to teach and learn, but, who determine the incorporation of the ICT in the education? how to determine what kind of contend, tools and strategies can be used for the learning? Methodology: The present investigation applies a mixed approach, through documentary analysis and the application of surveys to teachers from the math department of “Preparatoria de Tuxpan”. Results: It is possible to know the teaching math factors. Discussion and conclusion: The data reveals that the decision about incorporating the ICT is an individual work and not a collective one, also there are many factors to take care about to make a decision and know which content, tools or software and the strategy in the ICT incorporation, among them stand out the complexity of the content, the objective of the topic, skills and attitudes of the teacher and the student, equipment and tools, among others.

Downloads

Download data is not yet available.

Author Biographies

Hector Miguel Romero Aguayo, University of Guadalajara

He is a graduate of the Industrial Engineering program at the Instituto Tecnológico de Ciudad Guzmán and currently works as a part-time "B" professor at the University of Guadalajara. He is part of the academic body that comprises the Computer Science and Philosophy departments at the Regional High School of Tuxpan. He currently teaches the courses Information Technologies I and Understanding Science. He is beginning to explore the field of research, with his interests focused on teaching, particularly in the use of Information and Communication Technologies (ICT).

Adriana Lorena Iñiguez Carrillo, University of Guadalajara

She is a professor at the University of Guadalajara. She has experience in analyzing the quality and relevance of curricula in the field of computer science. She is a national evaluator of the quality and relevance of educational programs for CIEES. Her research interests lie in the areas of Human-Computer Interaction, user experience, voice interactions, and artificial intelligence. She has participated in various research projects and the publication of scientific articles. She is a member of the academic body for technologies and educational processes (UDG-CA-1121) at the University of Guadalajara. She collaborates at the Smart Cities Innovation Center of the University of Guadalajara and is a member of the Mexican Academy of Computing and the National System of Researchers of Mexico.

References

Abitbol, P. y Botero, F. (2005). Teoría de la elección racional: estructura conceptual y evolución reciente. Colombia Internacional, 62, 132-145. https://www.redalyc.org/pdf/812/81206209.pdf DOI: https://doi.org/10.7440/colombiaint62.2005.08

Aguiar, F. (2004). Teoría de la decisión e incertidumbre: modelos normativos y descriptivos. Revista de Metodología de Ciencias Sociales, 8, 139-160. https://revistas.uned.es/index.php/empiria/article/view/982 DOI: https://doi.org/10.5944/empiria.8.2004.982

Aragón García, M. y Jiménez Galán, Y. I. (2009). Diagnóstico de los estilos de aprendizaje en los estudiantes: estrategia docente para elevar la calidad educativa. CPU-e, Revista de Investigación Educativa, 9, 1-21. https://www.redalyc.org/pdf/2831/283121714002.pdf

Arrieta, J. E. (2013). Las TIC y las matemáticas, avanzando hacia el futuro [Tesis de maestría, Universidad de Cantabria]. Repositorio Abierto de la Universidad de Cantabria. https://repositorio.unican.es/xmlui/handle/10902/3012

Castillo, S. (2008). Propuesta pedagógica basada en el constructivismo para el uso óptimo de las TIC en la enseñanza y el aprendizaje de la matemática. Revista Latinoamericana de Investigación en Matemática Educativa, 11(2), 171-194. https://bit.ly/3VVcqMN

Creswell, J.W. (2003). Métodos Cuantitativos. Diseños de Investigación: Métodos Cualitativos, Cuantitativos y Mixtos (pp. 141-162). SAGE Publications.

Delgado Fernández, M. y Solano González, A. (2009). Estrategias didácticas creativas en entornos virtuales para el aprendizaje. Actualidades Investigativas en Educación, 9(2), 1-21. https://www.redalyc.org/pdf/447/44713058027.pdf DOI: https://doi.org/10.15517/aie.v9i2.9521

Garcés Cobos, L.F., Montaluisa Vivas, A. y Salas Jaramillo, E. (2018). El aprendizaje significativo y su relación con los estilos de aprendizaje. Anales de la Universidad Central del Ecuador, 1(376), 231-248. https://revistadigital.uce.edu.ec/index.php/anales/article/view/1871 DOI: https://doi.org/10.29166/anales.v1i376.1871

Hernández Sampieri, R. (2006). Definición del alcance de la investigación a realizar: exploratoria, descriptiva, correlaciona o explicativa. Metodología de la Investigación (pp. 1 – 17). Mc Graw Hill.

Hernández Sampieri, R. (2014). Metodología de la Investigación (6ª. Edición). Mc Graw Hill Education.

Naranjo, M. (2009). Motivación: perspectivas teóricas y algunas consideraciones de su importancia en el ámbito educativo. Revista Educación, 33(2), 153-170. https://revistas.ucr.ac.cr/index.php/educacion/article/view/510 DOI: https://doi.org/10.15517/revedu.v33i2.510

Ortiz Puentes, L. A. y Romero Molina, M. N. (2015). La Implementación de las TIC en el Aula de Matemáticas: Una Mirada sobre su Concepción en el siglo XXI [Tesis para especialidad, Universidad Pedagógica Nacional]. Repositorio Institucional UPN. https://bit.ly/4cBQkVg

Prieto Rodríguez, M. A. y March Cerda, J. C. (2002). Paso a paso en el diseño de un estudio mediante grupos focales. Atención Primaria, 29(6), 366-373. https://www.sciencedirect.com/science/article/pii/s0212656702705854 DOI: https://doi.org/10.1016/S0212-6567(02)70585-4

Romo Rubio, J. D. (2021). El Uso de las TIC en la Enseñanza de las Ciencias en Educación Secundaria [Tesis de maestría, Universidad de Guadalajara]. RIUdeG. https://hdl.handle.net/20.500.12104/90874

Rosales, J. (2007). Estrategias didácticas. Universidad Nacional Autónoma de México. www.dcb.unam.mx/Eventos/Foro4/Memorias/Ponencia_17.pdf

Sandoval Casilimas, C. A. (1996). Investigación Cualitativa. ICFES. https://bit.ly/3zuXD2s

SEMS. (2009). Bachillerato General por Competencias del Sistema de Educación Media Superior de la Universidad de Guadalajara. https://bit.ly/3LuCOXN

Solís Delgadillo, D. y Cortez Salinas, J. (2021). En búsqueda de un equilibrio elusivo: un análisis comparativo de la elección social y la elección pública. Espiral (Guadalajara), 28(82), 41-74. https://bit.ly/3WemIGU DOI: https://doi.org/10.32870/eees.v28i82.7217

Sosa Díaz, M. J. y Valverde Berrocoso, J. (2022). Hacia una educación digital, modelos de integración de las TIC en los centros educativos. Revista Mexicana de Investigación Educativa, 27(94). https://bit.ly/3Wjtziq

Téllez Cabrera, J. N. (2018). Las TIC en los procesos de aprendizaje: una propuesta en Moodle para la enseñanza de psicología en la educación media superior [Tesis de maestría, Universidad Nacional Autónoma de México]. Repositorio Institucional de la UNAM. https://bit.ly/3xH0lBu

Ugaz Lock, P. (2016). El rol del profesor en la incorporación de las tecnologías de la información y comunicación en los procesos de enseñanza-aprendizaje. En Blanco y Negro, 7(2), 72-83. https://revistas.pucp.edu.pe/index.php/enblancoynegro/article/view/16111

Unesco. (2022). Information and Communication Technologies (ICT). https://bit.ly/45HyDRO

Universidad de Guadalajara. (2007). Modelo Educativo Siglo 21. https://www.udg.mx/sites/default/files/modelo_Educativo_siglo_21_UDG.pdf

Veláz, J. (1996). Motivos y Motivación en la Empresa. Editorial Díaz de Santos.

Verona Franco, A. P. (2020). Influencia de la motivación de los empleados para el logro de objetivos empresariales. RI UMNG, 1-22. https://repository.unimilitar.edu.co/handle/10654/35243

Downloads

Published

2024-09-16

How to Cite

Romero Aguayo, H. M., & Iñiguez Carrillo, A. L. (2024). The teacher and the incorporation of ICT in the teaching of mathematics at the “Escuela Preparatoria Regional de Tuxpan”. European Public & Social Innovation Review, 9, 1–20. https://doi.org/10.31637/epsir-2024-764

Issue

Vol. 9 (2024)

Section

INNOVATION IN THE VIRTUALIZATION OF TRAINING PROCESSES

License

Copyright (c) 2024 Hector Miguel Romero Aguayo, Adriana Lorena Iñiguez Carrillo

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Authors who publish with this journal agree to the following terms:
  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Non Commercial, No Derivatives Attribution 4.0. International (CC BY-NC-ND 4.0.), that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).