El uso de la tecnología en el aula de matemáticas: diferencias de género desde la perspectiva de los docentes

Abstract

Since 1997 the Ministry of Education in Mexico has been sponsoring the national project EMAT (Teaching Mathematics with Technology) in which computers and TI-92 calculators are used to support the teaching of mathematics at secondary school level (children aged 12 to 15). One of our concerns during this project was to investigate if teachers consider that using technology to support the teaching of mathematics affects students' behavior. In particular, teachers' responses were analyzed to detect eventual gender differences. Twenty-four teachers gave their points of view concerning the behavioral changes of 1113 students in relation to: participation; capability to analyze a problem and to interpret the worksheets; initiative; requirement for help; dedication; defense of their own ideas; creativity; preference for working in teams or individually. The results obtained show that, from the teachers' perspective the use of technology in the mathematics classroom modifies the majority of these aspects and its impact is different for girls and boys. Moreover the behavioral changes observed seem to lead to more gender equity.