Digitalization as a focus strategy within collaborative learning; case study Mathematics
DOI:
https://doi.org/10.5281/zenodo.14743292Keywords:
Mathematics, learning, digitalization, education, internetAbstract
Initially, it is necessary to infer the way in which teachers contribute knowledge to the smart classroom. To this end, the objective of this study, as the basis of the educational environment and within digital pedagogy, manifests the didactic ability as a technicality of instruction. However, for this research, it is based on the prism methodology. Also, the bibliography admits technology as a bastion of ubiquity and as a result, digital connection as a driving force of learning; in addition, its competences as a focus strategy. As much as they serve as educational tools in the digital age, they promote knowledge and expose, as an effect, cognitive thinking; preserving, the competences in the classroom universe as a banner and establishing digitalization as the foundation of learning. In conclusion, in their search, technological instruments and computational certainty support a practical assumption; the case of Mathematics in an Ecuadorian University.
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