Abstract
This study presents research aimed at analyzing whether, in contrast with traditional methodologies, the usage of information and communication technologies (ICTs) in the process of learning mathematics affects gender distinctions by affecting the low rate of matriculation of women into technological studies. The research was carried out by utilizing a quasi-experimental pretest–posttest procedure using a non-equivalent control group with traditional teaching methodology (textbook and usual drawing tools), and an experimental group, in which a classroom wiki and its digital equivalents were used in the Cabri, Geogebra, and Descartes programs. A quantifiable comparison of the effects on teaching was performed by assessing the strengths and weaknesses of employing ICTs. The results show a higher motivation in the experimental group, evident in their learning and their better marks compared to those of the control group. In addition, in the pretest and posttest, women’s marks were better than those of men. In conclusion, the transformation of the teaching–learning methodologies in mathematics is demanded with the use of programs such as Dynamic Geometry or Geogebra, which enable greater student involvement and more meaningful and relevant learning.
Highlights
In 2015, the United Nations General Assembly approved the 2030 Agenda for Sustainable Development, developing 17 Goals (SDGs), known as the Global Goals, aiming to end poverty, protect the planet, and ensure that all people enjoy prosperity, universal peace, and access to justice
This study presents research aimed at analyzing whether, in contrast with traditional methodologies, the usage of information and communication technologies (ICTs) in the process of learning mathematics affects gender distinctions by affecting the low rate of matriculation of women into technological studies
It is important to stress that women obtained, in the pretest, an average score of 3.106, higher than that of men at 2.352, and, in the posttest, an average score of 4.814, higher than that of men at 3.936—this being a statistically significant difference in academic performance; the improvement for women (1.708) was slightly higher than that of men (1.584), this difference not being statistically significant, which permits us to guess an incipient digital gender gap that is supported by Eurostat data [27] showing that girls have more difficulties than boys in expertly handling ICT, which is likely to be one of the reasons that will lead them to decline in the future for studies linked to health, education, and services
Summary
In 2015, the United Nations General Assembly approved the 2030 Agenda for Sustainable Development, developing 17 Goals (SDGs), known as the Global Goals, aiming to end poverty, protect the planet, and ensure that all people enjoy prosperity, universal peace, and access to justice. They stress that the world’s greatest challenge is poverty eradication, seeing it as a primary requirement for achieving sustainable development. It is unquestionable that quality, committed, and inclusive education is needed to form and promote a critical, conscious, and participatory educational movement that addresses the current unsustainable economic model and the serious environmental crisis from the perspective of personal responsibility and community co-responsibility [2]
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