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The calculator is not the only tool used to learn math. PIXABAY

Mathematics continues being one of the subjects that more rejection generate within the student body . Against this, the new technological tools can become important allies when it comes to teaching and learning. "For centuries, in the classroom of mathematics only pencil, paper, ruler, square, transporter and compass have been used. At present, calculators and computer resources are being incorporated, "says Cecilia R. Crespo, a member of the National Higher Institute of Technical Teachers at the Universidad Tecnológica Nacional(Argentina).

The possibilities go far beyond calculating logarithms and trigonometric functions with the calculator. "Now you can program and do math with a phone, without advanced programming knowledge," says Austrian mathematician Markus Hohenwarter, a professor at Johannes Kepler University in Linz (Austria) and creator of free software GeoGebra, which supports teachers and students thanks to their ability to illustrate with geometry, algebra, statistics and calculus. "In mathematics we are dealing with abstract objects, which do not exist in the real world, and which can be difficult to understand," he says. "For example, understanding what a function is can be complicated, but if you can see, touch, move and see what happens if you change a certain value, the notion becomes much closer," he says.

GeoGebra is one of the most used programs in the classroom at all levels. Although it has been in operation since 2001, it is in recent years, thanks to the development of computers, mobile phones and tablets, when GeoGebra has gained ground, especially in Latin American countries. It employs millions of people all over the world, has its own institutes, a headquarters that unites the community of users ( 11 of them in Spain ), and with "ambassadors", among them Agustín Carrillo, also general secretary of the Spanish Federation of Societies of Teachers of Mathematics (FESPM). GeoGebra is funded by advertising companies, such as the textbooks that appear on it, but for teachers and students is totally free.

It also incorporates a more playful aspect that tries to show the mathematics as part of cultural capital, little by little, from very early ages. "We have generated mathematical games for primary school children in coordination with their teachers. It's being a success, many ask 'play mathematics again', "explains Hohenwarter. In this sense, the Spanish startup Smartick has managed to find its niche. This virtual learning system helps kids and youth ages four to 14 improve their math level through 15 minutes of daily exercise. It is inspired by the Japanese method Kumon(offering self-taught learning to the young from materials and with the guidance of teachers) already has 11 000 active users and, since it began in 2009, totals 32 000. The key to its success, according to its creators Daniel González de Vega and Javier Arroyo , resides in the capacity to adapt to the particular needs, reason why nobody will never realize the same workout. This tool is mainly intended to be used at home with the help of adults.

However, despite the wide range of options, the use of ICT in the classroom is not widespread. Many schools still lack adequate infrastructure and some teachers are reluctant to use them, most of them due to a lack of training. "If they do not know each other or have no confidence in them, it is difficult for teachers to incorporate them in their daily practice, we must show them good practices and examples of what other colleagues do," says Agustín Carrillo. In addition, it is essential to take into account that "it is necessary to make an intelligent use of technology and that it must be understood as a tool for the construction of mathematical knowledge and not as an end in itself", clarifies Cecilia R. Crespo.

by: el pais