CONCEPTUAL FRAMEWORKS FOR THE PEDAGOGICAL INTEGRATION OF ICT IN THE TEACHING OF MATHEMATICS: CRITICAL ANALYSIS FROM DOCTORAL RESEARCH

Abstract

At present, the incorporation of technological tools into the school environment represents a national challenge. Mathematics education, traditionally characterized by a rigid approach, has been largely confined to lectures and printed materials, while the implementation of technological resources in educational institutions to support this field of knowledge remains almost nonexistent. Consequently, it becomes essential to examine the use of technological tools in mathematics teaching as viable alternatives for improving access to knowledge. This study identifies a set of theoretical constructs that explain how digital resources shape the didactic integration of ICT into mathematics teaching and learning, based on the review and analysis of fifteen doctoral dissertations conducted at leading universities between 2020 and 2025. The qualitative-documentary approach adopted in this research seeks to understand how ICT, beyond being conceived merely as instrumental resources, operate as pedagogical mediators that transform educational praxis. Through academic systematization, conceptual categories such as teacher mediation, student autonomy, didactic innovation, and comprehensive assessment were identified as key constructs that guide their presence in the classroom. The analysis also revealed conceptual gaps in areas such as digital ethics, technological sustainability, critical citizenship education, and equitable access, which are considered opportunities for future research. Moreover, the findings confirm that successful integration requires not only well-grounded theoretical frameworks, but also continuous teacher professional development, coherent educational policies, and sustained investment in infrastructure to ensure a lasting impact on learning outcomes. Within this context, the present study serves as a bridge between theory and practice, offering guidelines both for the categorization of educational research and for the advancement of transformative practices in the classroom.