Pedagogical challenges of ICT-mediated mathematics teaching in secondary education

Abstract

This research examines the main challenges in integrating Information and Communication Technologies (ICT) into secondary-level mathematics education in the Dominican Republic. The methodology employed an integrative review documentary design, drawing on 43 bibliographic sources from diverse academic databases. Following an exhaustive analysis of the literature, the study concludes that incorporating digital tools in the classroom enhances student engagement during academic activities, fosters collaboration, and cultivates a positive classroom environment as a result of strategies that promote efficient learning. Furthermore, the study underscores the relevance of three key pillars: teacher training, curricular adaptation, and the design of ICT-aligned pedagogical materials. While acknowledging the potential of these technologies to enrich mathematics instruction, the research emphasizes the need to address existing challenges to ensure effective implementation. Finally, it highlights the importance of strategically integrating ICT into curricula, avoiding its superficial use as a mere supplement, and directing it toward the development of meaningful, contextualized pedagogical processes.