Integración de la robótica educativa y su impacto en el aprendizaje matemático en educación secundaria: estudio descriptivo en un centro educativo de República Dominicana

Resumen

The integration of emerging technologies into contemporary educational systems has created new opportunities to strengthen teaching and learning processes across different fields of knowledge. In this context, educational robotics has emerged as an innovative pedagogical strategy that promotes logical thinking, problem-solving, and active learning among students. This study aimed to analyze the teaching strategies used to integrate educational robotics into mathematics learning among fourth-grade secondary students at the Centro en Artes María Marcia Compres de Vargas, located in Educational District 10-04 in Santo Domingo Este, Dominican Republic. The research followed a quantitative approach with a descriptive scope and a non-experimental cross-sectional design. The population consisted of 114 participants, including students and teachers, from which a sample of 72 students was selected through intentional sampling. Data collection included structured student questionnaires and semi-structured interviews with computer science teachers. The results indicate that educational robotics facilitates the understanding of abstract mathematical concepts, increases student motivation, and promotes logical and computational thinking skills. Teachers highlighted project-based learning and gamification as effective strategies for integrating robotics into mathematics teaching. However, limitations related to technological resources and teacher training were identified. The findings suggest that integrating educational robotics into the mathematics curriculum represents a valuable strategy for strengthening learning and promoting twenty-first-century competencies in secondary education.