Retos digitales del profesorado en gestión de la enseñanza virtual de matemáticas

Vilchez Guizado Jesús, Ramón Ortiz Julia Ángela

Producción científica: Contribución a una revistaArtículorevisión exhaustiva

1 Cita (Scopus)

Resumen

The Covid-19 pandemic has caused a disruption of the teaching-learning process in secondary education, which forced to innovate the ways of teaching and learning mathematics. The aim of the study was to analyze and evaluate the level of development of teachers’ digital competencies in the management of virtual mathematics teaching. The research approach was mixed and the design was exploratory-descriptive non-experimental, the study sample consisted of 42 secondary education teachers; three categories of analysis were considered: acceptance of digital technology, digital information management and the generation of digital content; the integration of digital technology for the management of teaching-learning was described, the data collection instrument was the questionnaire and the interview. The results indicate a sustained evolution of the use of digital technology for pedagogical purposes, a positive and moderate correlation between the variables analyzed; also more than 63% of the participants consider the educational use of digital technology as important. It is concluded that teachers have a significant progress in the integration of digital technology for an efficient management of the teaching-learning process of mathematics.

Título traducido de la contribuciónDigital challenges of faculty in the management of virtual mathematics education
Idioma originalEspañol
Páginas (desde-hasta)390-408
Número de páginas19
PublicaciónRevista Venezolana de Gerencia
Volumen27
N.º7
DOI
EstadoPublicada - 9 may. 2022
Publicado de forma externa

Palabras clave

  • digital competence
  • digital content
  • teaching-learning process
  • virtual teaching

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