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Introducción: La integración de la tecnología en los procesos formativos se ha ido consolidando como una realidad en cualquier contexto, etapa y materia. Esta integración, más allá de vincularse a la inclusión de contenidos específicos y al reconocimiento de la competencia digital como una destreza básica, se vincula con la consideración de la tecnología como una herramienta al servicio del aprendizaje, asociada a su potencial como recurso metodológico. Método: Bajo esta consideración, este trabajo analiza, desde una perspectiva bibliométrica, la producción científica sobre el uso de la tecnología como herramienta para el aprendizaje de las matemáticas en la escolarización obligatoria en la base de datos Scopus. La muestra está conformada por 132 artículos publicados entre 2015 y 2021, a los que se aplican diferentes técnicas bibliométricas (acoplamiento bibliográfico, co-citación y co-ocurrencia). Resultados: Los resultados muestran una tendencia al alza de la producción científica sobre el fenómeno de estudio, con mayor indexación en las áreas de ciencias sociales y ciencias de la computación. Aunque las publicaciones se encuentran de manera mayoritaria en revistas anglófonas, la mayor parte de las investigaciones están contextualizadas en España, seguidas de las realizadas en Estados Unidos. La co-ocurrencia identifica la Educación Secundaria como contexto mayoritario, aunque hay una presencia notable también de la Educación Primaria, habiendo presencia de diferentes propuestas metodológicas. Destaca, por último, una repercusión notable (en número de citas) de las publicaciones vinculadas al tema de estudio. Conclusiones: Se concluye, de este modo, la relevancia del aprendizaje de las matemáticas mediado por tecnología en la escolaridad obligatoria, dibujando una línea de acción prioritaria en los próximos años.
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Referencias
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Referencias
Adams, C., & Dove, A. (2016). Flipping calculus: The potential influence, and the lessons learned. Electronic Journal of Mathematics & Technology, 10(3),154-164.
Alabdulaziz, M. S., Aldossary, S. M., Alyahya, S. A., & Althubiti, H. M. (2021). The effectiveness of the GeoGebra Programme in the development of academic achievement and survival of the learning impact of the mathematics among secondary stage students. Education and Information Technologies, 26, 2685–2713. https://doi.org/10.1007/s10639-020-10371-5
Arabit, J., & Prendes, M. P. (2020). Metodologías y Tecnologías para enseñar STEM en Educación Primaria: análisis de necesidades. Pixel-Bit: Revista de Medios y Educación, 57, 107-128. https://doi.org/10.12795/pixelbit.2020.i57.04
Aria, M., & Cuccurullo, C. (2017). bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959-975. https://doi.org/10.1016/j.joi.2017.08.007
Aris, N., & Orcos, L. (2019). Educational Robotics in the Stage lf Secondary Education: Empirical Study on Motivation and STEM skills. Education Sciences, 9(2), e73. https://doi.org/10.3390/educsci9020073
Benton, L., Hoyles, C., Kalas, I., & Noss, R. (2017). Bridging Primary Programming and Mathematics: Some Findings of Design Research in England. Digit. Exp. Math. Educ, 3, 115-138. https://doi.org/10.1007/s40751-017-0028-x
Benton, L., Saunders, P., Kalas, I., Hoyles, C., & Noss, R. (2018). Designing for learning mathematics through programming: A case study of pupils engaging with place value. Int. J. Child-Comput. Interact, 16, 68-76. https://doi.org/10.1016/j.ijcci.2017.12.004
Bhagat, K. K., Chang, C. N., & Chang, C. Y. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Educational Technology & Society, 19(3), 134-142.
Birgin, O., & Acar, H. (2020) The effect of computer-supported collaborative learning using GeoGebra software on 11th grade students’ mathematics achievement in exponential and logarithmic functions. International Journal of Mathematical Education in Science and Technology. http://doi.org/10.1080/0020739X.2020.1788186
Bray, A., & Tangney, B. (2016). Enhancing student engagement through the affordances of mobile technology: a 21st century learning perspective on Realistic Mathematics Education. Mathematics Education Research Journal, 28, 173-197. https://doi.org/10.1007/S13394-015-0158-7
Bray, A., & Tangney, B. (2017). Technology usage in mathematics education research – A systematic review of recent trends. Computers and Education, 114, 255-273. https://doi.org/10.1016/j.compedu.2017.07.004
Buentello-Montoya, D. A., Lomelí-Plascencia, M. G., & Medina-Herrera, L. M. (2021). The role of reality enhancing technologies in teaching and learning of mathematics. Computers & Electrical Engineering, 94, e107287. https://doi.org/10.1016/j.compeleceng.2021.107287
Cascales-Martínez, A., Martínez-Segura, M.-J., Pérez-López, D., & Contero, M. (2017). Using an augmented reality enhanced tabletop system to promote learning of mathematics: A case study with students with special educational needs. Eurasia Journal of Mathematics, Science and Technology Education, 13(2), 355-380. https://doi.org/10.12973/eurasia.2017.00621a
Caviggioli, F., & Ughetto, E. (2019). A Bibliometric Analysis of the Research Dealing with the Impact of Additive Manufacturing on Industry, Business and Society. International Journal of Production Economics, 208, 254-268. https://doi.org/10.1016/j.ijpe.2018.11.022
Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators Online, 12(1), 91-115.
Colomo, E., Sánchez, E., Fernández, J. M., & Trujillo, J. M. (2020). SPOC y formación del profesorado: Aproximación bibliométrica y pedagógica en Scopus y Web of Science. Revista Electrónica Interuniversitaria de Formación del Profesorado, 23(2), 37–51. https://doi.org/10.6018/reifop.413541
Comisión Europea. (2006). Recomendación 2006/962/CE del Parlamento Europeo y del Consejo, de 18 de diciembre de 2006, sobre las competencias clave para el aprendizaje permanente. Diario Oficial, 394, de 30 de diciembre de 2006. http://eur-lex.europa.eu/legal-content/ES/TXT/?uri=celex%3A32006H0962
Consejo Europeo. (2018). Recomendación del Consejo de 22 de mayo de 2018 relativa a las competencias clave para el aprendizaje permanente. Diario Oficial de la Unión Europea, de 4 de junio de 2018. https://eur-lex.europa.eu/legal-content/ES/TXT/PDF/?uri=CELEX:32018H0604(01)&from=SV
Csapó B., & Molnár G. (2019). Online diagnostic assessment in support of personalized teaching and learning: The eDia system. Frontiers in Psychology, 10, e1522. https://doi.org/10.3389/fpsyg.2019.01522
Curto, M., Orcos, L., Blázquez, P. J., & Molina, F. J. (2019). Student Assessment of the Use of Kahoot in the Learning Process of Science and Mathematics. Education Sciences, 9(1), e73. https://doi.org/10.3390/educsci9020073
Dasgupta C., Magana A. J., & Vieira C. (2019). Investigating the affordances of a CAD enabled learning environment for promoting integrated STEM learning. Computers and Education, 129, 122-142. https://doi.org/10.1016/j.compedu.2018.10.014
Del Cerro, F., & Morales, G. (2021). Application in Augmented Reality for Learning Mathematical Functions: A Study for the Development of Spatial Intelligence in Secondary. Education Students. Mathematics. 9(4), e369. https://doi.org/10.3390/math9040369
Demitriadou E., Stavroulia K.-E., & Lanitis A. (2020). Comparative evaluation of virtual and augmented reality for teaching mathematics in primary education. Education and Information Technologies, 25(1), 381-401. https://doi.org/10.1007/s10639-019-09973-5
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