Use of Technology in the Teaching of Mathematics in Primary Education: Bibliometric Analysis and Literary Review

  • J. A. Pérez-Cruz Universidad Autónoma del Carmen
  • Ulises Daniel Barradas Arenas Universidad Autónoma del Carmen
  • Ma-Rosario Vazquez Aragón Universidad Autónoma del Carmen
  • Jose Gabriel Reding Dominguez Universidad Autónoma del Carmen
  • Mario H. Alcocer Campos Universidad Pedagógica Nacional 042
DOI: https://doi.org/10.23913/ride.v15i29.2229

Abstract

In recent years, the use of technology in the teaching of mathematics has experienced accelerated growth. The implementation of various tools seeks to improve learning. In addition, it is oriented to enhance technological mastery, generating an association that is transformed into practical knowledge applicable to everyday life situations. In this research work, a bibliometric analysis was carried out, that is, a quantitative study on the use of technology in the teaching of mathematics at the elementary level. Ten questions were posed in the study to explore the relevance, production and citation of the use of digital tools in the teaching of mathematics at the elementary level, as well as the impact on the community. The search was conducted in the SCOPUS database, which yielded 554 documents. Finally, only 16 articles provided answers to the research questions. As a result, it was concluded that technologies enhance the positive impact on mathematics learning.

Downloads

Download data is not yet available.

References

Abiatal, L. K. S., & Howard, G. R. (2020). Erratum: Constructivism-led assistive technology: An experiment at a Namibian special primary school. South African Journal of Childhood Education, 10(1), a1075. https://doi.org/10.4102/sajce.v11i1.1075

Bezuidenhout, H. S. (2021). An early grade science, technology, engineering and mathematics dialogue reading programme: The development of a conceptual framework. South African Journal of Childhood Education, 11(1). https://doi.org/10.4102/sajce.v11i1.1038

Cuypers, Hans (2012). “Book Review of Teaching Mathematics Online: Emergent Technologies and Methodologies, edited by Angel A. Juan, Maria A. Huertas, Sven Trenholm and Cristina Steegmann” [online review]. Universities and Knowledge Society Journal (RUSC). Vol. 9, No 1. pp. 371-376 UOC. http://rusc.uoc.edu/ojs/index.php/rusc/article/view/v9n1-cuypers/v9n1-cuypers-eng

Efriani, A., Zulkardi, Putri, R. I. I., & Aisyah, N. (2023). Developing a learning environment based on science, technology, engineering, and mathematics for pre-service teachers of early childhood teacher education. Journal on Mathematics Education, 14(4), 647–662. https://doi.org/10.22342/jme.v14i4.pp647-662

Fernández-Morante, C., Fernández-de-la-Iglesia, J., Cebreiro, B., & Latorre-Ruiz, E. (2022). ATS-STEM: Global Teaching Methodology to Improve Competences of Secondary Education Students. Sustainability, 14(12), 6986. https://doi.org/10.3390/su14126986

Gonzales, G. G., & Gonzales, R. R. (2021). Introducing IWB to preservice mathematics teachers: An evaluation using the TPACK framework. Cypriot Journal of Educational Sciences, 16(2), 436–450. https://doi.org/10.18844/cjes.v16i2.5619

Hsu, T.-C., Abelson, H., Lao, N., & Chen, S.-C. (2021). Is It Possible for Young Students to Learn the AI-STEAM Application with Experiential Learning? Sustainability, 13(19), 11114. https://doi.org/10.3390/su131911114

Jimenez, C., Jadraque, M. A., Magreñán Ruiz, Á. A., & Orcos, L. (2021). The use of EdPuzzle to learn polynomial factorization in Secondary Education. Bordón. Revista de Pedagogía, 73(4), 27–42. https://doi.org/10.13042/Bordon.2021.89586

Kliziene, I., Taujanskiene, G., Augustiniene, A., Simonaitiene, B., & Cibulskas, G. (2021). The Impact of the Virtual Learning Platform EDUKA on the Academic Performance of Primary School Children. Sustainability, 13(4), 2268. https://doi.org/10.3390/su13042268

Kraska, T. (2020). Mathematical Modeling in Secondary Chemistry Education: Chromatography. World Journal of Chemical Education, 8(3), 114–121. https://doi.org/10.12691/wjce-8-3-3

Laitochová, J., Uhlířová, M., & Vaško, J. (2022). SCHOOL MATHEMATICS AND DIGITAL LITERACY. Education and New Developments 2022 – Volume I, 250–252. https://doi.org/10.36315/2022v1end057

Matos, A., Santos, V., & B. Neto, T. (2023). Poly-Universe Resource for Solving Geometric Tasks by Portuguese Basic Education Students. Open Education Studies, 5(1), 20220181. https://doi.org/10.1515/edu-2022-0181

Padilla, I., Acevedo, J., & Montes, M. (2022). Specialised Knowledge of the Mathematics Teacher to Teach through Modelling using ICTs. Acta Scientiae, 25(1), 160–195. https://doi.org/10.17648/acta.scientice.7363

Persano Adorno, D., Mallahnia, T., Koch, V., Zailskaitė-Jakštė, L., Ostreika, A., Urbaitytė, A., Punys, V., & Pizzolato, N. (2021). The BioS4You European Project: An Innovative Way to Effectively Engage Z-Generation Students in STEM Disciplines. Education Sciences, 11(12), 774. https://doi.org/10.3390/educsci11120774

Robles, D., & Quintero M., C. G. (2020). Intelligent System for Interactive Teaching through Videogames. Sustainability, 12(9), 3573. https://doi.org/10.3390/su12093573

Sganzerla, M. A. R., & Geller, M. (2020). Assistive Technology in the Construction of Number Concepts: A Study Entailing Actions of Teachers and Visually Impaired Students. Acta Scientiae, 22(4), 155–179. https://doi.org/10.17648/acta.scientiae.5964

Shushuang, L. (2019). Thoughts on the Orientation of Mathematics Education in Colleges and Universities. Journal of Physics: Conference Series, 1187(5), 052090. https://doi.org/10.1088/1742-6596/1187/5/052090

Souza, G., & Lopes, P. (2021). The perspective of public schools mathematics teachers on their knowledge and teaching practice in connection with the BNCC. Acta Scientiae, 23(6), 93–120. https://doi.org/10.17648/acta.scientiae.6839

Uwineza, I., Uworwabayeho, A., & Yokoyama, K. (2023). Grade-3 Learners’ Performance and Conceptual Understanding Development in Technology-Enhanced Teaching With Interactive Mathematics Software. European Journal of Educational Research, 12(2), 759–774. https://doi.org/10.12973/eu-jer.12.2.759

Weinhandl, R., Houghton, T., Lindenbauer, E., Mayerhofer, M., Lavicza, Z., & Hohenwarter, M. (2021). Integrating Technologies Into Teaching and Learning Mathematics atthe Beginning of Secondary Education in Austria. EURASIA Journal of Mathematics, Science and Technology Education, 17(12), 1–15. https://doi.org/10.29333/ejmste/11427

Zhuoya, W., & Tang, J. (2022). Implementing of the BOPPS Model on Basic Properties of Fractions Using Hawgent Dynamic Mathematics Software in Elementary Education. JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE), 5(2), 190. https://doi.org/10.33578/jtlee.v5i2.7945
Published
2025-01-09
How to Cite
Pérez-Cruz, J. A., Barradas Arenas, U. D., Vazquez Aragón, M.-R., Reding Dominguez, J. G., & Alcocer Campos, M. H. (2025). Use of Technology in the Teaching of Mathematics in Primary Education: Bibliometric Analysis and Literary Review. RIDE Revista Iberoamericana Para La Investigación Y El Desarrollo Educativo, 15(29). https://doi.org/10.23913/ride.v15i29.2229
Issue
Vol 15 No 29 (2024): July - December 2024
Section
Scientific articles
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

In order to promote the development and dissemination of research in education in Latin America, the Ibero-American Journal for Educational Research and Development (RIDE) adhered to the Budapest Open Access Initiative, which is why it is identified as a Open access publication. This means that any user can read the complete text of the articles, print them, download them, copy them, link them, distribute them and use the contents for other purposes. Creative Cummons licenses allow users to specify the rights to use an open access journal available on the Internet in such a way that users know the rules of publication. Authors who publish in this journal accept the following conditions: Authors they keep the author's rights and give the magazine the right of the first publication, with the work registered with the attribution license of Creative Commons, which allows third parties to use the published material whenever they mention the authorship of the work and the first publication in this The authors can make other independent and additional contractual agreements for the non-exclusive distribution of the version of the article published in this journal (eg, include it in an institutional repository or publish it in a book) as long as they clearly indicate that The work was published for the first time in this magazine. Authors are allowed and recommended to publish their work. low on the Internet (for example on institutional or personal pages) before and during the review and publication process, as it can lead to productive exchanges and to a greater and faster dissemination of the published work