Perspectiva inmersiva para la enseñanza de matemáticas: una revisión sistemática de la literatura
DOI:
https://doi.org/10.21703/rexe.v24i56.2932Palabras clave:
Medios inmersivos, Enseñanza de matemáticas, Revisión sistemática de la literaturaResumen
Actualmente, las tecnologías inmersivas ofrecen posibilidades de aplicación en todos los sectores de la sociedad. En la Educación, la inserción de estas tecnologías puede potenciar experiencias más interactivas, especialmente en disciplinas de carácter teórico y abstracto como las Matemáticas. Así, surge la pregunta: ¿de qué forma se está empleando la perspectiva inmersiva en la enseñanza de esta disciplina? Para responder a esta pregunta, se realizó una Revisión Sistemática de la Literatura (RSL), cuyo objetivo fue comprender cómo se ha utilizado la perspectiva inmersiva en la Enseñanza de las Matemáticas. Se seleccionaron artículos publicados entre 2014 y 2023 de las bases de datos Portal de Periódicos de CAPES, IEEE Xplore, SciELO, Web of Science, ERIC y Scopus. Tras la adopción de criterios de inclusión, exclusión, selección, extracción y calidad, el número de artículos se redujo de 258 a 60. Los resultados muestran que los estudios abordan diferentes contextos educativos, desde la Educación Primaria hasta la Superior. La mayoría indica que los medios inmersivos son más eficaces cuando se combinan con métodos tradicionales, solidificando conceptos a través de múltiples enfoques. Sin embargo, se mencionan desafíos como el alto costo de los equipos y la necesidad de formación docente. La RSL ofrece una comprensión más profunda sobre el uso de tecnologías inmersivas en la enseñanza de las Matemáticas y señala áreas que aún requieren investigación, con el fin de promover una adopción más eficaz de estas herramientas por parte de educadores e investigadores.
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Derechos de autor 2025 Lana Priscila Souza, Sandro César S. Jucá, Auzuir R. de Alexandria
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