Abstract
The objective of the study was to analyze the technological impact and cognitive attributes of technology for the construction of meaningful learning of mathematics students at Universities in Ecuador and Colombia. The sample was non-probability, with the participation of 1124 students. A mixed study of sequential explanatory design was applied. In the quantitative phase, correlational method, were applying a digital questionnaire, the data were analyzed through multiple regression and statistical analysis of nested variance to two variables demonstrating the need to implement mathematical software. In the qualitative phase, the mathematical software Wiris and Geogrebra were implemented and results merged by the contrasting method. The conclusions demonstrate the impact of digital connectivity, distinguishing technology as a cognitive component through dynamic knowledge. The method was effective to the development of logical analytic thinking; boosted the activity of the right limbic lobe.
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