Use of technology in mathematics teaching in Ecuador

Abstract

This article analyzes the current state of the integration of technology in mathematics teaching in Ecuador. It identifies an ambitious regulatory framework and teaming efforts, but reveals a significant gap between the policy and its effective implementation in classrooms.
The main findings show that, although there are isolated innovative experiences (especially with tools like GeoGebra), a basic and substitute use of technology predominates (e.g., projectors for presentations). Infrastructure is uneven, with marked disparities between urban/private and rural/public areas in terms of connectivity and equipment. The critical factor identified is insufficient and decontextualized teacher training, which does not develop pedagogical skills to integrate technology in a transformative way in mathematics teaching.
It is concluded that the country is in a transition phase, where structural challenges (digital divide, teacher training, school culture) limit the potential of technology to significantly improve learning. It is proposed to overcome the focus only on hardware and move towards comprehensive policies that combine reliable infrastructure, continuous teacher training, development of relevant resources and a guiding principle of equity, to turn technology into a true tool for inclusion and development of mathematical thinking.