Herramientas digitales y su incidencia en la motivación de básica media, área de matemáticas, Escuela Enrique Castro Aguilar, Machala, 2024 – 2025

Abstract

This research work analyzes the impact of digital tools on the motivation of school students in the area of mathematics, taking as a case study the School of Basic Education Enrique Castro Aguilar in Machala, during the period 2024-2025. It was identified that the use of technologies in education is a key factor to strengthen learning, facilitating interactive teaching and motivating students. However, the institution has limitations in the use of digital platforms due to poor teacher training and insufficient technological resources. The study is based on the connectivism theory, which emphasizes the integration of technology in educational processes. As for the modality, this was documentary, since a bibliographic review of scientific articles and previous studies on the subject was carried out, and field, because surveys were applied to 107 students and interviews to 6 teachers within the educational institution, showing that the absence of digital tools in mathematics classes has a negative impact on the motivation of students. Therefore, the implementation of tools such as Geogebra, Kahoot and Educaplay, which have proven to be effective in interactive mathematics teaching, is proposed. The results indicate that the incorporation of digital tools improves students' motivation and academic performance, highlighting the need to train teachers in their use. Therefore, it becomes completely necessary to design technology-based activities that allow the effective integration of these tools in the teaching planning. The incorporation of interactive and gamified methodologies could transform mathematics learning, creating a dynamic and participatory educational environment that motivates students and improves their academic performance. In summary, this research offers a detailed analysis of the connection between digital tools and motivation in mathematics learning. The results obtained can serve as a basis for designing pedagogical strategies that promote a more dynamic and effective educational environment, encouraging the use of technology as a key element in the teaching of this area of knowledge.