Delectus copyright
Delectus - Scientific Journal, Inicc-Perú - [ISSN: 2663-1148]




Vol. 6 No. 2 (2023): July-December [Edit closure: 31/07/2023]

RECEIVED: 00/00/2022 | ACCEPTED: 00/00/2023 | PUBLISHED: 31/07/2023

Suggested quote (APA, seventh edition)

Vélez Vera, D. A., & Rivadeneira Loor , F. (2023). Digital tools for the development of skills in the area of mathematics. Delectus, 6(2),86-99.

Digital tools for the development of skills in the area of mathematics

Dianny Alexandra VÉlez Vera

Instituto de Postgrado, Universidad Técnica de Manabí, Ecuado

Fredy Rivadeneira Loor

Departamento de Didáctica, Facultad de Filosofía, Letras y Ciencias de la Educación, Universidad Técnica de Manabí, Ecuador

Today, it is imperative in the educational system to abandon traditionalism and promote innovative new strategies based on ICTs to improve academic performance in mathematics. The aim of this research was to implement the use of digital tools for the development of skills in third-year baccalaureate mathematics at the Alida Zambrano García Educational Unit, located in the canton of El Carmen, province of Manabí, Ecuador. The approach of this study is descriptive and cross-sectional, and a survey was conducted with 139 students, along with an interview with teachers involved in teaching the subject at the institution. The students acknowledged the limited use of digital tools in mathematics classes, but believe that access to and use of these tools could enhance their understanding of the subject, improve mathematical problem-solving, and thus, increase their academic performance, as well as generate greater motivation to study. Teachers recognize the benefits of digital tools in learning mathematics, although they currently use few and face difficulties for their effective incorporation into the classes. Despite these limitations, teachers believe that digital tools can improve students' performance in mathematics and seek strategies to integrate them more effectively, while recognizing the need for additional resources and support. The identified situation has led to the development of a proposal designed to mitigate the existing problems.

Keywords: digital tools; Mathematics; competencies; teaching-learning; baccalaureate.

The entire world underwent a radical and unexpected change when the World Health Organization (WHO) issued an official communication on March 11, 2020. This report stated that the COVID-19 disease had become a pandemic that would affect all nations. The implications for health and the immediate socioeconomic and educational changes were evident (WHO, 2020). In the educational field, the greatest transformation lay in the mandatory suspension of face-to-face academic activities and their substitution with virtual modalities (Elisondo & de las Barrera, 2022). This new approach to the teaching-learning process has reinforced digital learning, enabling students to acquire essential skills and competencies to face life (Ayuso et al., 2020). Thus, information and communication technologies (ICTs) have allowed the establishment of innovative learning scenarios and the design of new educational practices. The latter were, for the most part, unknown to both teachers and students, who were not prepared to assume such a change. This circumstance forced the creation of intensive training programs for teachers in the handling of digital platforms and tools that would allow the educational process to be developed with greater dynamism and creativity (Cruz, 2020). Hence, according to Semanate & Robayo (2021, p. 389), "it is necessary to innovate in the learning process to foster in the learner the ability to learn effectively and autonomously, considering their own needs to apply knowledge in various contexts". These authors also highlight the need to leave behind traditional practices and promote new innovative strategies based on ICTs to improve academic performance, especially in mathematics. Currently, education is facing a crisis derived from the use of outdated pedagogical methods, which urge the student to be simply a repeater of content and to learn only for the current school cycle.

The break with these outdated methods is fundamental, according to Jiménez (2018), the implementation of various technological or computer means to store, process, and disseminate all kinds of information, whether visual, digital or otherwise, is essential, both in the work environment and in education, where it has become a panacea, and its absence would be even more detrimental, as its use as a teaching tool is imperative. Similarly, Zaldúa (2018) argues that the "use of technological instruments is a priority in current communication, as communication technologies make a significant difference between a developed civilization and a developing one". The integration of technology into the educational field is a necessity aimed primarily at developing digital competence in students. The present study also addresses mathematical competence, which according to Niss (2003), cited by Iñiguez (2015), is "the ability to understand, evaluate, make and use mathematics in a variety of mathematical and non-mathematical contexts" (p.118). On the other hand, the Ministry of Education [Minedu] (2020) maintains that mathematical skills are cultivated through problem-solving, applying logical thinking that will facilitate the understanding of situations that the student faces in their daily life. These skills are reflected in the level of understanding and the ability to find solutions to problems that arise in various scenarios. To achieve this goal, the use of technological resources in teaching and learning mathematics is essential, and should be a motivating didactic strategy for the student, promoting meaningful learning through the use of digital tools, facilitating the construction of knowledge both individually and collectively. These tools have improved academic performance in mathematics, in addition to promoting the development of competencies through the use of ICTs (Semanate & Robayo, 2021). For Grisales (2018), the use of ICTs and their tools in teaching mathematics is of vital importance, mainly to improve student performance. However, the strategy must be based on didactic, methodological, and pedagogical elements. In this context, Criollo (2022) states that "the low performance and disinterest of students are due to the lack of concentration and motivation in teaching mathematics. To find a solution to this problem, the use of digital tools in this area is proposed, as students currently tend to develop their ability to manipulate devices and digital tools, which allows them to learn in a discovering and attractive way". These statements lead to the objective of this research, which is the implementation of the use of digital tools for the development of competencies in third-grade baccalaureate mathematics at the Alida Zambrano García Educational Unit, in the canton of El Carmen, province of Manabí, Ecuador.

This research was grounded in the positivist paradigm, adopting a mixed approach. A theoretical framework was established as the foundation of the study, and field research was conducted using various instruments to meet the proposed objectives. The nature of this study is descriptive and cross-sectional. According to Hernández et al. (2014): "In this type of study, the researcher should be able to define, or at least visualize, what will be measured (which concepts, variables, components, etc.) and who or what data will be collected from (people, groups, communities, objects, animals, facts)" (p. 92). The research involved the direct participation of 139 students and two teachers from the third year of high school at the Alida Zambrano García Educational Unit, located in the canton of El Carmen, province of Manabí, Ecuador. The study relied on both bibliographical and field research at a descriptive level, exploring the advantages of digital tools applied in the evaluation of mathematics to improve the academic performance of third-year high school students. A field investigation was conducted to collect information from various sources, using two types of instruments that allowed us to achieve the proposed objectives. In addition, we relied on documentary and bibliographic sources.
The research utilized the following methods:

  • Inductive: This was applied to the analysis of the problem under study, starting from the definition of the problem and leading to conclusions.
  • Analytical-Synthetic: This facilitated the analysis of the ideas generated in the research and the synthesis of relevant results to determine conclusions about the impact of using digital tools in the development of mathematical competencies.
  • Statistical: This was used for the analysis and interpretation of the collected data.

The following techniques were employed to collect information: a survey for the students and an interview for the teachers at the educational level under study. In this context, Hurtado (2020) points out that: "the interview and survey are techniques based on personal interaction and are used when the information required by the researcher is known by others or when what is being researched is part of these people's experience." The instruments used to collect information were a questionnaire and a topic guide. Both were designed to obtain clear answers, but that allow to characterize the phenomenon under study and delve into its essence.

Once the results were recorded, a descriptive analysis was carried out. With the collected information, the statistical analysis was developed, using frequency and percentage techniques. Trends were observed and interpreted to arrive at conclusions.

Upon asking students about the regular use of digital tools in mathematics classes, it was verified that the majority indicate that they are not often used. 36.7% express total disagreement, and 27.3% show partial disagreement (Figure 1). This aspect of the study highlights the identified problem.

Figure 1. Frequent use of digital tools in mathematics classes

Chancusig et al. (2017) alert about the situation in Ecuador in this regard, as not all educational institutions are effectively employing digital technologies and it is common to witness the predominance of classes with a traditional focus. This result contrasts with what was obtained by Bravo & Suástegui (2022), who determine that the use of digital tools in the teaching of mathematics by students indicates that most of them use ICT for their learning. This is linked to their acquisition of meaningful knowledge in the new educational context.

A 23.0% of the surveyed students express their total agreement and a 36.7% express their partial agreement about the usefulness of digital tools to improve the understanding of mathematical concepts (Figure 2). It is noteworthy that, despite not being used as frequently, the importance of using such tools is recognized. In this regard, Cenith et al. (2020) emphasize that when teachers implement strategies that link technological knowledge, pedagogy, and content as a daily practice in classes, a better understanding of the contents by the students is fostered.

Figure 2. Utility of digital tools to improve the understanding of mathematical concepts

A total of 25.2% of the surveyed students show complete agreement and 36.0% express partial agreement regarding the utility of digital tools in solving mathematical problems (Figure 3). The awareness of students about the value that digital tools possess in the teaching-learning process is noticeable. Numerous studies have focused on this theme and converge on the importance of using digital tools in solving mathematical problems (Castaño et al., 2021; Macías et al., 2022).

Figure 3. Utility of digital tools in solving mathematical problems

The fact that digital tools motivate students to study mathematics is a palpable reality. In Figure 4, it is illustrated that 23.0% of respondents strongly agree and 46.7% somewhat agree. Salto & Erazo (2021) recognize the vital role of digital tools in motivating students during the teaching-learning process. Similarly, Maroto (2021) highlights that digital educational opportunities are a space that encourages students to learn.

Figure 4. Usefulness of digital tools in motivating to study mathematics

These results indicate a strong acknowledgment by the students about the value and benefit of using more digital tools in learning mathematics. According to Maroto (2021), digital tools not only allow students to acquire and consolidate the core knowledge of their learning, but also promote the development of cross-cutting skills that will be useful in their future. However, it is essential to take into account the individual needs and context of each student to ensure these tools are implemented effectively and enhance rather than complicate the learning process. As such, the training of teachers in the use of these tools and their integration into pedagogy are critical aspects to consider in the implementation of digital technologies in the teaching of mathematics.

Figure 5. Benefit of using more digital tools in learning mathematics

In Figure 6, it is observed that students express the need to gain more knowledge and improve their skills in the use of digital tools, with a resounding 97.8% totally agreeing to receive training in this aspect. Revelo (2020) argues that this situation is based on the training and application that the educator gives to these tools. The same author points out that most teachers and students have unfavorable perceptions about their knowledge in the use of ICT as useful tools for learning mathematics. The demand for training on the use and application of ICT as didactic resources, which allow improving the quality of education, promoting more effective communication and interaction between teachers and students, thus promoting cooperative learning, significantly influences this (p. 84).

Figure 6. Desire to receive more training in the use of digital tools for the study of mathematics

A 23.0% of the student participants in the survey completely agree, and 36.7% partially agree, that the use of digital tools enhances their academic performance in mathematics. This result is similar to that obtained when they were asked if these tools improved their understanding and facilitated the resolution of mathematical problems. It is important to underline what Bravo & Saústegui (2022) maintain in this regard, arguing that the knowledge and use of these tools by teachers and students have a significant impact on the teaching and learning process. This is because contemporary technologies provide complementary resources that can enrich the educational system when combined with high-quality teacher performance.

Figure 7. Use of digital tools to improve academic performance in mathematics

The 93.5% of the surveyed students fully agree that the use of digital tools promotes collaboration and teamwork in the field of mathematics. This is a relevant factor that should be considered when designing a teaching strategy to implement in math classes.

Figure 8. Use of digital tools facilitates collaboration and teamwork in mathematics

Maroto (2021) points out that digital tools foster "teamwork, imagination and creativity, reasoning and critical analysis, solving practical problems, and the use of new technologies" (p.27). Similarly, Álvarez & Agudelo (2019) highlight that, in problem solving, the environments created with the use of digital tools favor cooperative learning, which also stimulates motivation and joint knowledge construction.

All students give a level of approval to the importance of access to digital tools for effective mathematics learning. A total of 32.4% completely agree, 49.6% partially agree, and the rest are neutral. Once again, the recognition of the importance of these tools in the teaching of mathematics is evident.

The access, knowledge and use of digital tools by teachers and students have a significant impact on teaching and learning. The technologies employed in today's education provide additional resources that can enhance the educational system, especially in mathematics, where virtual learning objects can enrich classes, as well as promote social interaction and collaboration among students (Bravo & Saústegui, 2022).

Figure 9. Importance of access to digital tools for effective mathematics learning

95.0% of the students fully support suggesting the use of digital tools to other third-year high school mathematics students. From a teaching perspective, it can be affirmed that students transmit their classroom experiences to lower levels, whether positive or negative. As Revelo (2020) indicates, this leads to rethinking daily pedagogical practice. This does not imply integrating technologies for the sake of doing so, but rather using them at every moment, according to the complexity of the content in each area of knowledge.

Figure 10. Recommendation of the use of digital tools to other third-year high school mathematics students

Interview with Teachers

  1. What is your opinion on the use of digital tools in the learning of mathematics in the third year of high school?

The implementation of digital tools in the study of mathematics for third-year high school students is highly beneficial. These tools enable students to perceive abstract concepts in a more visual and interactive way, thus facilitating their learning and providing them with a more enriching experience.

  1. What digital tools do you currently use in your teaching of mathematics and how often do you incorporate them into your classes?

The use of digital tools in my methodology of teaching mathematics is limited and is recognized as an area that requires improvements.

  1. What are the benefits that you think digital tools provide in the teaching and learning process of mathematics?

Digital tools provide numerous advantages in the teaching and learning process of mathematics. These technologies facilitate the visualization of mathematical concepts in a clearer and livelier way, promote active participation of students, and provide an opportunity to experiment and learn independently. Additionally, the use of digital tools can contribute to the development of technological skills, preparing students for the contemporary digital world.

  1. Have you experienced any challenges or difficulties when using digital tools in your math classes? If so, what have they been and how have you addressed them?

They have encountered obstacles when using digital tools in math lessons. A predominant challenge has been the lack of training and familiarity with the various available tools. They have also faced complications in finding relevant digital resources that align with the curriculum and meet students' demands. To address these challenges, they have sought training opportunities in the use of digital tools and have started exploring online platforms that provide specific resources for math instruction.

  1. To what extent do you believe the use of digital tools has improved students' performance in mathematics?

Despite the restricted use of digital tools, they believe that their appropriate implementation can have a positive effect on students' performance in mathematics. Digital tools can enhance the understanding of concepts, promote problem-solving, and stimulate active student engagement, which, in turn, can lead to an improvement in academic performance.

  1. What strategies or approaches do you use to integrate digital tools effectively in your math classes?

To effectively incorporate digital tools into math classes, they strive to develop strategies that allow them to make the most of these technologies. They explore various online resources, collaborate with other teachers to exchange ideas, and are receptive to students' suggestions to adapt their teaching methods.

  1. Do you consider that students show a higher level of motivation and engagement when digital tools are used in mathematics?

Despite the limited experience, they have noticed that students demonstrate a higher level of motivation and engagement when digital tools are used in mathematics. The interactive and visual nature of these tools seems to capture their attention and provide them with a sense of autonomy and control over their learning.

  1. What additional resources or support do you consider necessary to be able to use digital tools more effectively in teaching mathematics?

To make more efficient use of digital tools in teaching mathematics, it is considered beneficial to have more resources and greater support in terms of teacher training. It would also be helpful to have a wider variety of digital tools that align with the different levels and requirements of students.

  1. What recommendations or advice would you give to other teachers who wish to use digital tools in their mathematics classes?

To other teachers interested in using digital tools in their mathematics classes, I would advise them to start by exploring various online educational resources and platforms. It is essential to seek training opportunities to familiarize themselves with the tools and learn how to effectively incorporate them into lessons. Additionally, collaborating with other teachers and exchanging experiences and resources can be beneficial.

  1. Yes, do you consider that there is any gap or inequality in access to digital tools among students? If so, how do you address this situation in your classes?

It is agreed that there may be a difference or inequality in access to digital tools among students. To address this issue in the classes, a mix of digital tools and conventional methods is used to ensure that all students have the opportunity to participate and learn, regardless of their access to technology.


Title: Digital Assessment: Strengthening Cognitive Skills in Mathematics

Justification of the Proposal:

The inclusion of digital tools in the assessment of cognitive skills in mathematics provides numerous advantages for both students and teachers. These resources enable a more active, interactive, and personalized evaluation, stimulate enthusiastic student participation, and provide instant feedback. Additionally, they encourage the development of technological skills and facilitate monitoring and analysis of each student's individual progress. The Alida Zambrano García Educational Unit would benefit from this proposal as it would elevate the quality of teaching and the assessment of cognitive skills in mathematics.


The proposal is aimed at students and teachers of the third year of high school at Alida Zambrano García Educational Unit, located in El Carmen Canton, Manabí Province, Ecuador.

Objective of the Proposal:

The inclusion of digital tools in the assessment of cognitive skills in mathematics is an effective strategy to enhance the teaching-learning process and strengthen the academic performance of third-year high school students at Alida Zambrano García Educational Unit.

Activities of educational innovation to be developed in the proposal:

  1. Teacher Training: Offer training workshops to mathematics teachers on the use of digital tools in assessment, familiarizing them with a range of appropriate tools and techniques for evaluating cognitive skills in mathematics.
  2. Selection of Digital Tools: Determine and select the most relevant digital tools for assessing cognitive skills in mathematics, considering factors such as interactivity, adaptability to different levels of competence, and the ability to provide instant feedback.
  3. Creation of Digital Assessments: Design interactive digital assessments that enable effective evaluation of cognitive skills in mathematics. These assessments may include multiple-choice questions, practical problems, problem-solving exercises, and modeling activities.
  4. Implementation of Digital Assessments: Conduct the digital assessments in the classroom using the selected tools. Provide students with access to digital devices (computers, tablets, or smartphones) and ensure a stable internet connection during assessments.
  5. Personalized Feedback: Utilize digital tools to provide immediate and personalized feedback to students on their performance in assessments. This may include step-by-step explanations, additional resources, and suggestions for improvement.
  6. Analysis and Progress Monitoring: Use digital tools to collect and analyze assessment data, allowing teachers to track the individual progress of each student and adapt their teaching based on identified needs.
  7. Ongoing Assessment: Regularly conduct digital assessments to monitor students' progress throughout the school year, identify areas for improvement, and provide opportunities for reinforcement or enrichment.
  8. Evaluation and Feedback: Gather feedback from teachers and students on the effectiveness of digital tools in assessing cognitive skills in mathematics. Make adjustments and improvements in the implementation based on received feedback.

Adequate Digital Tools for Assessing Cognitive Skills in Mathematics at the High School Level.

Indeed, digital tools offer several advantages for both students and teachers in assessing and monitoring progress in learning mathematics.

  1. Khan Academy ( It is a virtual education platform that provides a vast array of interactive lessons, videos, and exercises related to mathematics. Students have the opportunity to solve mathematical problems of varying levels of complexity and receive instant feedback. Teachers, on the other hand, can utilize this platform to assign specific tasks and provide personalized monitoring of each student's progress.
  2. GeoGebra ( It is an interactive online application focused on mathematics, enabling students to explore mathematical concepts and perform calculations, constructions, and visual representations. Teachers can design activities tailored to assess students' abilities and examine their responses. GeoGebra covers an extensive range of mathematical topics, including algebra, geometry, calculus, and statistics.
  3. Wolfram Alpha ( Is a computational knowledge engine that solves mathematical problems and provides detailed answers. Both students and teachers can input mathematical equations, perform complex calculations, obtain diagrams, and explore various mathematical concepts. Wolfram Alpha can be useful for assessing problem-solving skills and receiving step-by-step explanations.
  4. Desmos ( It is an online graphing calculator that enables students to graph mathematical functions, solve equations, and perform numerical calculations. It also provides an extensive selection of interactive activities aimed at mathematical learning. Teachers can use Desmos to design custom assessments and assignments, as well as to analyze students' responses in real-time.
  5. Quizlet ( It is an online resource that allows the creation and exchange of study flashcards, games, and interactive quizzes. Teachers can use Quizlet to develop multiple-choice assessments, true or false questions, and matching activities. Students have the opportunity to practice and evaluate their mathematical knowledge using the learning tools provided by Quizlet.
These tools and platforms are available for assessing cognitive skills in mathematics at the high school level. Each one has different features and approaches, so it is advisable to explore them and customize their use according to the specific needs of students and assessment objectives.

The perceptions of both students and teachers regarding digital tools, although differing in some aspects, converge in recognizing their potential to enrich the teaching and learning process in mathematics. Students perceive the utility of digital tools not only as a means to improve their conceptual understanding and problem-solving skills but also as a source of motivation for studying. In contrast, teachers, despite being aware of the challenges they face when incorporating these tools in the classroom, such as the need for training and additional resources, acknowledge their value in improving student performance.

The proposed approach aims to address the identified issues by promoting a more dynamic, interactive, and personalized mathematics assessment through the use of digital tools. This approach intends to foster greater active participation from students and provide immediate feedback on their performance. By implementing this proposal, it is expected that both teachers and students will overcome current barriers and maximize the pedagogical advantages that digital tools can bring to the teaching and learning of mathematics.


Limitations: The study has identified certain limitations in the current use of digital tools in mathematics teaching. Despite recognizing the potential of these tools to enhance understanding and academic performance in mathematics, teachers indicate that their use is still limited, and they face difficulties in their effective integration into classes. This could be a result of the lack of training and familiarity with the variety of available resources. Additionally, there is a highlighted need for additional resources and support to maximize the use of digital tools in the classroom. On the other hand, the digital divide among students can present a significant challenge, limiting accessibility and effectiveness of these tools for all students.

Contribution to scientific knowledge: The study provides a valuable theoretical contribution by highlighting the relevance and potential of digital tools in the teaching and learning of mathematics. It underscores how these tools can drive motivation and improve students' understanding and performance by enabling an interactive and personalized learning experience. The need to provide training and support to teachers for effectively implementing these tools in their classes is emphasized. The value of digital tools in providing immediate feedback to students, enabling autonomous learning and faster adaptation, is also recognized. These findings highlight the importance of continuing to explore and develop strategies for effectively integrating digital tools into mathematics teaching.

Álvarez, Y. G., & Agudelo, C. I. (2019). Resolución de problemas con tecnología en un ambiente de aprendizaje colaborativo wiki en la educación media. Revista Logos, Ciencia & Tecnología,11(2), 151-165.

Ayuso, L., Requena, F., Jiménez, O., & Khamis, N. (2020). The Effects of COVID-19 Confinement on the Spanish Family: Adaptation or Change? Journal of Comparative Family Studies, 51(3–4), 274–287.

Bravo, A., & Suástegui Solórzano, S. (2022). Herramientas Digitales para el Desarrollo de la Motivación en el Aprendizaje de Matemática del Nivel Básico Superior. Polo del Conocimiento, 7(6), 372-397.

Castaño, E., Castro, J., Ojeda, A. & Ozuna, D. (2021). Estrategia Heurística de Pólya con mediación de Moodle para el fortalecimiento de la competencia de resolución de problemas en contextos numéricos y geométricos. [Trabajo de maestría. Universidad de Cartagena. Colombia].

Cenith, G., Araujo, S., & Santos, G. (2020). Conocimiento tecnológico pedagógico del contenido en la enseñanza de matemática en el ciclo superior de la escuela secundaria. Perfiles educativos, 42(167), 53-67.

Chancusig, J., Flores, G., Venegas, G., Cadena, J., Guaypatin, O., & Izurieta, E. (2017). Utilización de Recursos Didácticos interactivos a través de las TIC ́S en el proceso de enseñanza matemática [Use of interactive Teaching Resources through ICTs in the mathematical teaching process]. Boletín Virtual, 6(4), 112-133.

Criollo, S. A. (2022). Herramientas digitales para el fortalecimiento de las matemáticas de los estudiantes del sexto C de la Escuela de EGB Manuela Cañizares, año lectivo 2020-2021. [Universidad Politécnica Salesiana. Cuenca, Ecuador].

Cruz, B. (2020). Desafíos y oportunidades de la educación en línea en el contexto de la pandemia de COVID-19. Polo del Conocimiento, 5(1), 394-404.

Elisondo, R. C., & de la Barrera, M. L. (2022). Pandemia y experiencias de aprendizaje en escuelas secundarias de Río Cuarto (Argentina). Cuadernos De Investigación Educativa, 13(1).

Grisales, A. (2018). Uso de recursos TIC en la enseñanza de las matemáticas: retos y perspectivas. Entramado, 14(2), 198-214.

Hernández, S., Fernández, C. C., & Baptista, L. (2014). Metodología de la Investigación. Editorial McGraw Hill.

Iñiquez, P. F. (2015). El desarrollo de la competencia matemática en el aula de Ciencias experimentales. Revista Iberoamericana de Educación, 67 (2), 117-130.

Jiménez, D. A. (2018). Herramientas Digitales para la Enseñanza de las Matemáticas en la Educación Básica y Superior. Revista de Educación a Distancia (RED), 3, 25.

Macías, M., Caro, E. O., & Fernández. F. H. (2022). Las mediaciones TIC en la resolución de problemas matemáticos, un abordaje documental. Revista Gestión y Desarrollo Libre, 7(14).

Maroto, S. A. (2021). Oportunidades digitales educativas a raíz del COVID-19: Del escape room al BreakOut online. e-publica, 29, 27-57.

Ministerio de Educación [Mineduc] (2020). Caja de herramientas para el refuerzo diagnóstico. 2020-2021.

Salto, M., & Erazo, J. (2021). Padlet como herramienta digital para la enseñanza de las Matemáticas. CIENCIAMATRIA, 7(13), 158-172.

Semanate, S. D., & Robayo J. D. (2021). Estrategia didáctica basada en TIC para mejorar el desempeño académico en el área de matemática. Episteme Koinonia, 4(8), 388-400.

World Health Organization [WHO] (2020). Coronavirus Disease 2019 (COVID-19).

Zaldúa, H. S. (2018). El Uso De Herramientas Digitales Matemáticas - San Joaquín - La Mesa. Universidad Externado de Colombia.

Conflict of Interest: The authors declare no conflicts of interest.

Authors' Contributions:
Vélez Vera, D. A: Conceptualization, Data Curation, Formal Analysis, Investigation, Methodology, Resources, Software, Supervision, Validation, Visualization, Writing – Original Draft, Writing – Review & Editing. Rivadeneira Loor, F: Conceptualization, Formal Analysis, Investigation, Methodology, Project Administration, Validation, Visualization, Writing – Original Draft, Writing – Review & Editing.

Informed Consent: Informed consent was obtained from all subjects involved in the study.

Data Availability Statement: Not applicable