Student perception of the use of mobile devices in learning Mathematics in the second year of high school
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Abstract
The use of mobile devices in education has sparked debate regarding their impact on mathematics learning, particularly at the General Unified Sixth Form level. The aim of this study was to analyze the perceptions of second-year General Unified Sixth Form students at the 'Olmedo' Educational Center regarding the use of mobile phones in mathematics learning. A quantitative study was conducted, employing a non-experimental design with a descriptive scope. The sample consisted of 40 students. An adapted and validated questionnaire was administered, comprising nine items distributed across three dimensions: attitudes towards mobile learning, interest in its use, and technological availability. The data were analyzed using descriptive statistics and graphical representations. The main findings revealed a moderately positive perception of mobile phone use in mathematics learning. The students recognized its educational potential and its accessibility as a teaching resource. However, reservations were identified regarding academic participation in digital environments and technical limitations, mainly associated with connectivity issues. It is concluded that, although there is openness towards mobile learning, its effective integration into the classroom requires structured pedagogical strategies, intentional teacher mediation and institutional support aimed at ensuring adequate technological conditions.
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