Percepciones del alumnado de secundaria de Melilla sobre el uso de tecnologías digitales en matemáticas

• Hossein Hossein-Mohand ^[1] ; Hassan Hossein-Mohand ^[1] ; Veronica Albanese ^[1] ; Nabil Mohamed-Chemlali ^[2]
  1. [1] Universidad de Granada

     Universidad de Granada

     Granada, España

     
  2. [2] Universidad Nacional de Educación a Distancia

     Universidad Nacional de Educación a Distancia

     Madrid, España

     
• Localización: Aula abierta, ISSN 0210-2773, Vol. 55, Nº 1, 2026 (Ejemplar dedicado a: Desarrollo competencial en educación), págs. 95-107
• Idioma: español
• Títulos paralelos:
  • Secondary students’ perceptions in Melilla on the use of digital technologies in mathematics
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    La integración de las Tecnologías de la Información y Comunicación (TIC) ha transformado la enseñanza de las matemáticas, fomentando métodos interactivos y adaptativos, especialmente en contextos multiculturales como Melilla (España). Este estudio cuantitativo transversal analizó la percepción de 2018 estudiantes de secundaria sobre la contribución de las TIC al rendimiento académico en matemáticas. El análisis de probabilidades condicionadas mostró que la comunicación frecuente con docentes y el uso de TIC en trabajos matemáticos se asocian a percepciones positivas. La regresión logística ordinal identificó factores clave como género, uso de TIC en casa y comunicación digital. Un análisis discriminante definió un modelo predictivo basado en el uso doméstico de TIC, la percepción del trabajo en matemáticas, la comunicación con docentes y el nivel educativo. Se destaca la importancia de políticas que garanticen acceso equitativo a las TIC para reducir brechas de género y promover una educación inclusiva y efectiva.

  • English

    The integration of Information and Communication Technologies (ICT) has transformed mathematics education, fostering more interactive and adaptive methods, especially in multicultural contexts like Melilla (Spain). This cross-sectional quantitative study andeterminants. A discriminant analysis defined a predictive model based on ICT usage at home, perceptions of working with ICT in mathematics, digital communication with teachers, and educational level. The findings highlight the importance of policies ensuring equitable access to ICT to reduce gender gaps and promote inclusive and effective education.alyzed the perception of 2018 secondary students regarding ICT’s contribution to academic performance in mathematics. Conditional probability calculations revealed that frequent communication with teachers and the use of ICT for math tasks are associated with positive perceptions. Ordinal logistic regression identified factors such as gender, ICT use at home, and digital communication as key

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