ICT-BASED PEDAGOGICAL MEDIATION AS AN ARGUMENT FOR TEACHING MATHEMATICS IN COLOMBIA

Abstract

ICT-based pedagogical mediation serves as a bridge between theory and practice, allowing for the translation of abstract concepts into concrete experiences for Colombian students. In diverse contexts, digital tools facilitate the visualization of functions, geometric models, and probabilistic simulations, enriching conceptual understanding. This mediation does not replace the teacher but rather expands their didactic repertoire to address varied learning paces, styles, and cultural contexts. Therefore, this essay adopts a qualitative, interpretive, and hermeneutic perspective, with the general objective of analyzing the development of ICT-based pedagogical mediation as an argument for teaching mathematics in Colombia. The results show that teacher training emerges as an indispensable pillar within this framework. Without adequate training in instructional design, platform management, and ICT-based assessment, this mediation can lose its effectiveness. Continuous professional development is needed, combining pedagogical theory with classroom practice, pedagogical advising, and learning communities. Policies should incentivize training in mathematical tools, digital ethics, and inclusion strategies to ensure practices aligned with learning goals.