THE URGENT NEED FOR THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES (ICTs) IN MATHEMATICS CLASSES IN

Abstract

This article discusses the urgent need to integrate Information and communication Technologies (ICTs) into Mathematics classes in secondary education, within a context marked by major transformations across various areas and sectors due to digital transformation. In this regard, it seeks to debate and analyze the importance of bringing this discussion into Education, particularly into the teaching of Mathematics, which, as is well known, has historically been characterized by transmissive methodologies and high rates of school failure. Through bibliographic research with a qualitative approach, national and international scientific works on the pedagogical use of ICTs in the construction of mathematical knowledge are analyzed. The results of the literature review show that technological mediation, when accompanied by adequate teacher training and intentional pedagogical planning, enhances motivation, autonomy, and the understanding of abstract mathematical concepts, although its implementation is hindered by structural factors such as digital exclusion, poor infrastructure, and insufficient continuous teacher training. It is concluded that there is an urgent need for public and institutional policies that ensure the democratization of access to technologies and the didactic-pedagogical training of teachers, as a condition for improving the quality of secondary education.