Influence of ICTs on Math Teaching–Learning Processes and Their Connection to the Digital Gender Gap

Ascensión Palomares-Ruiz, Antonio Cebrián, Emilio López-Parra and Eduardo García-Toledano
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Ascensión Palomares-Ruiz: Department of Pedagogy, Universidad de Castilla-La Mancha, Plaza de la Universidad, 3, 02071 Albacete, Spain
Antonio Cebrián: Department of Pedagogy, Universidad de Castilla-La Mancha, Plaza de la Universidad, 3, 02071 Albacete, Spain
Emilio López-Parra: Department of Pedagogy, Universidad de Castilla-La Mancha, Plaza de la Universidad, 3, 02071 Albacete, Spain
Eduardo García-Toledano: Department of Pedagogy, Universidad de Castilla-La Mancha, Plaza de la Universidad, 3, 02071 Albacete, Spain

Sustainability, 2020, vol. 12, issue 16, 1-17

Abstract: This study presents research aimed at analyzing whether, in contrast with traditional methodologies, the usage of information and communication technologies (ICTs) in the process of learning mathematics affects gender distinctions by affecting the low rate of matriculation of women into technological studies. The research was carried out by utilizing a quasi-experimental pretest–posttest procedure using a non-equivalent control group with traditional teaching methodology (textbook and usual drawing tools), and an experimental group, in which a classroom wiki and its digital equivalents were used in the Cabri, Geogebra, and Descartes programs. A quantifiable comparison of the effects on teaching was performed by assessing the strengths and weaknesses of employing ICTs. The results show a higher motivation in the experimental group, evident in their learning and their better marks compared to those of the control group. In addition, in the pretest and posttest, women’s marks were better than those of men. In conclusion, the transformation of the teaching–learning methodologies in mathematics is demanded with the use of programs such as Dynamic Geometry or Geogebra, which enable greater student involvement and more meaningful and relevant learning.

Keywords: digital gender gap; dynamic geometry; mathematics; inclusive education; sustainable citizenship (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
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