ICT and Mathematics Teaching at Secondary School: Melilla

Authors

  • Hassan Hossein-Mohand Universidad Nacional de Educación a Distancia (UNED)
  • Hossein Hossein-Mohand Universidad Nacional de Educación a Distancia (UNED)

DOI:

https://doi.org/10.37467/revhuman.v11.3950

Keywords:

ICT, Active Methodologies, Educational innovation, Mathematics, Teacher resources, Secondary Education, Mathematics teachers

Abstract

La incorporación de las tecnologías por parte del profesorado como herramienta para la enseñanza es un desafío. Nuestro objetivo es analizar si los recursos TIC influyen en el empleo de modelos pedagógicos y metodologías activas por parte del profesorado de secundaria de Melilla para enseñar Matemáticas. En este estudio transversal de corte cuantitativo se evalúa una muestra n= 61 (83.56% de la población), empleando un cuestionario validado de 20 ítems de tres indicadores: B.1 Metodologías y Modelos Pedagógicos, B.2 Práctica Docente y C.3 Recursos TIC en el entorno docente. La potencia estadística permite la extrapolación de los hallazgos.

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Published

2022-12-12

How to Cite

Hossein-Mohand, H. ., & Hossein-Mohand, H. . (2022). ICT and Mathematics Teaching at Secondary School: Melilla. HUMAN REVIEW. International Humanities Review / Revista Internacional De Humanidades, 12(3), 1–11. https://doi.org/10.37467/revhuman.v11.3950

Issue

Vol. 12 No. 3 (2022): Monograph: "ICT and its applications beyond communication"

Section

Research Articles (Special Issue)

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