Digital technologies in higher education: Purpose and perspective in the teaching of mathematics
DOI:
https://doi.org/10.70577/asce.v5i2.823Keywords:
Learning, Higher education, Higher teaching, Mathematics, Information technologyAbstract
It has become increasingly common for students to learn mathematics using both digital technologies and traditional techniques. Therefore, the objective was to analyze the purpose and perspective of mathematics education when linking higher education and digital technologies. A literature review was conducted using a critical, descriptive, and analytical approach. The PRISMA method was applied, and scientific articles (SEs) published in scientific journals were selected. Research questions and objectives were formulated, and filters were applied throughout the process. The process began with 56 SEs; however, after applying the filters, 10 SEs were selected as suitable for the literature review. A baseline matrix was generated to describe the content of the academic resources identified as suitable for conducting the literature review. A stance in favor of integrating digital technologies into higher mathematics education was evident. It was observed that participation depends not only on technological incorporation but also on pedagogical, motivational, and contextual factors. It was recognized that digital technologies do not replace traditional teaching but rather complement it. It was concluded that integrating digital technologies into mathematics education represents a significant opportunity to enrich learning processes; however, limitations related to potential technological dependence must be identified. Therefore, it is recommended to evaluate not only the impact of digital technology use on academic performance but also on students' conceptual understanding.
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