Resources and uses of ICT in solving mathematical problems

Abstract

The resolution of mathematical problems is a concern in different contexts and ICT continues to propose strategies that promise efficiency, effectiveness, as well as truly meaningful learning. Taking this perspective into account, this article shows the use of ICT as a pedagogical tool in solving mathematical problems, identifying the vision of students from the sixth to ninth year of a secondary education institution on the use of ICT. In their teaching and learning processes, as well as some pedagogical experiences and strategies used by a group of teachers, considering the particularities of the pandemic context and the changes that have been generated after the crisis generated by Covid-19. The methodology used is a predominantly qualitative mixed approach with a descriptive diagnostic analysis through the triangulation of the information provided. A questionnaire was used to guide a focus group with teachers and a questionnaire for a survey with closed questions applied to students. As a result, a reflection arises on the need to train in the resolution of mathematical problems, responding to contexts with difficulties of social and technological gaps