Integration of Digital Tools in the Teaching of Mathematical Problem Solving: A Proposal for Teaching Practice

Abstract

This study analyzes how strengthening the digital competencies of mathematics teachers at the Escuela de Educación Básica "El Triunfo," through the integration of digital tools (GeoGebra, Desmos, and Khan Academy) in problem-solving, can enhance teaching practices. It emphasizes that technology alone does not guarantee learning; its effectiveness depends on a reflective digital approach and the teacher’s active role as a designer of learning experiences.

A mixed-methods approach with an action-research design was employed, involving nine teachers from middle and upper levels. The process included an initial diagnosis, a training workshop in GeoGebra, Desmos, and Khan Academy, and a final evaluation through surveys, interviews, and observations, complemented with statistical analysis. The results show a significant increase in teachers’ digital competencies, greater integration of technology in lesson planning, and increased confidence in innovating teaching practices. The training proved effective according to statistical analyses. It is concluded that, with continuous training and institutional support, the incorporation of digital tools promotes more dynamic, inclusive, and collaborative teaching, although challenges remain regarding limited resources and available time.