Gender gap in the learning of mathematics mediated by ICT
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Abstract
The use of technology today has become a tool for teaching mathematics since it connects mathematical learning with students in an attractive and dynamic way, leaving traditional schemes aside. Gender stereotypes throughout the history of mankind have pointed to discrepancy in roles, personality attributes, and functions. The objective of this research is to determine if there are gender differences in the use of technology in the classroom, through the application of a questionnaire to 202 teachers. We have determined that gender stereotypes in relation to the use of technology in the teaching of mathematics are becoming homogenized despite the fact that we come from a culture in which men use more technologies than women, therefore we conclude that the use of technology for learning mathematics is a factor that does not establish differences between genders. In the development of the research carried out, a non-experimental and descriptive design has been used.
Keywords: ICT, teachers, learning, mathematics.
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