Strategy to Improve the Educational Practice of Mathematics Teachers in the First Cycle of Secondary Education through Technological Tools.

Abstract

The present study aimed to design a strategy to improve the educational practice of Mathematics teachers in the first cycle of secondary education through the use of technological tools at the Eugenio María de Hostos High School. The research was framed within a mixed approach, descriptive type, and non-experimental design. The population consisted of Mathematics teachers in the first cycle of secondary education. The diagnostic results showed that the pedagogical use of ICT in Mathematics teaching was limited, with traditional methodologies prevailing and digital resources being applied only occasionally. Barriers were also identified, such as lack of teacher training, management of heterogeneous groups, and limited availability of teaching materials. The formulated strategy included five key actions: teacher training in the pedagogical use of ICT, integration of digital platforms, creation of interactive and visual resources, implementation of active methodologies, and digital assessment of learning. Evaluation by specialists confirmed its coherence, relevance, and feasibility, and its application in a controlled environment demonstrated improvements in technological integration, methodological diversification, and increased student interest. It was concluded that the proposed strategy strengthened teachers’ digital competencies and contributed to more participatory and meaningful learning, becoming an effective tool to transform Mathematics teaching in the studied context.