Abstract
The present work was oriented to reveal the level of digital empowerment and the development of mathematical competences in the initial formation of the mathematics teacher at the Hermilio Valdizan University. The objective of the study was to evaluate the implications of the use of digital resources: mathematical software and interactive pages in the teaching-learning process of the topics of mathematics and the development of reasoning, problem solving and argumentation skills, communication and argumentation. The research was framed in the qualitative methodology based on the techniques of participant observation, in-depth interview and evaluation rubric. The data collected through the interview was subjected to a process of codification, categorization and construction of semantic networks with the help of the Atlas.ti, while the data from the observation process and the rubric are presented and interpreted statistically in (frequencies and percentages). From the most significant findings it can be seen that most of the teachers in initial training have a considerable digital empowerment, expressed in the use of free software, collaboration resources, social networks and interactive pages for the solution of mathematical problems in algebraic form and graph. On the other hand, more than 85% state that their mathematical competences were developed optimally with the use of technology. It is concluded that digital empowerment is fundamental for the learning of mathematics and the development of reasoning skills, problem solving, modeling and mathematical communication during the initial training of the mathematics teacher.
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