Uso de Recursos Educativos Abiertos en la Enseñanza de la Matemática: Una Revisión Sistemática: Use of Open Educational Resources in Mathematics Teaching: A Systematic Review

Alfredo Agustín Carrera Quimí

doi:10.29394/Scientific.issn.2542-2987.2026.11.e1.9.130-146

Autores/as

Alfredo Agustín Carrera Quimí Universidad César Vallejo (UCV) https://orcid.org/0000-0001-6417-1616

DOI:

https://doi.org/10.29394/Scientific.issn.2542-2987.2026.11.e1.9.130-146

Palabras clave:

recursos educativos abiertos, enseñanza de las matemáticas, docentes, bachillerato, revisión sistemática

Resumen

La enseñanza de la matemática constituye uno de los mayores desafíos pedagógicos del bachillerato, dada la complejidad y abstracción de los contenidos y la diversidad de estilos de aprendizaje, y en este escenario los Recursos Educativos Abiertos (REA) se configuran como una herramienta pedagógica valiosa aún en construcción. El objetivo fue sistematizar la evidencia científica disponible sobre el uso de los REA en la enseñanza de la matemática en bachillerato. Se empleó un método inductivo, un enfoque cualitativo y un diseño documental-bibliográfico de revisión sistemática, siguiendo los lineamientos PRISMA 2020. La búsqueda se ejecutó en Scopus, Web of Science, SciELO y Dialnet, con criterios de elegibilidad por temática, población, idioma, cronología (2020-2025), tipo de documento y acceso. De 273 registros identificados se incluyeron finalmente seis estudios. Los REA identificados incluyen applets interactivos de GeoGebra, materiales de aula invertida, videos didácticos, cuestionarios conceptuales y hojas de trabajo autoexplicativas; los diseños metodológicos se enmarcaron mayoritariamente en investigación-acción con ciclos iterativos y en métodos mixtos secuenciales explicativos. Los docentes valoraron los recursos por su adaptabilidad, claridad y alineación curricular, mientras los estudiantes obtuvieron mejoras en comprensión, retención y participación; no obstante, los desafíos reportados (falta de tiempo, limitaciones tecnológicas, escaso apoyo institucional) condicionaron la implementación y sostenibilidad de los REA. Se concluye que estos recursos son herramientas pedagógicas prometedoras para la enseñanza de la matemática en bachillerato, aunque su adopción sostenida depende de condiciones institucionales y de formación docente continua.

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Biografía del autor/a

Alfredo Agustín Carrera Quimí, Universidad César Vallejo (UCV)

Es docente e investigador ecuatoriano adscrito a la Universidad Estatal Península de Santa Elena (UPSE), donde enseña Matemática y Estadística aplicada a la educación. Es Profesor de Segunda Enseñanza y Licenciado en Ciencias de la Educación, mención Físico-Matemáticas en la Universidad de Guayaquil (UG), y Magíster en Diseño y Evaluación de Modelos Educativos en la Universidad Tecnológica Empresarial de Guayaquil (UTEG); actualmente discente del Doctorado en Educación en la Universidad César Vallejo (UCV), Perú. Sus líneas de investigación abarcan la didáctica de la matemática, el uso de tecnologías y gamificación en el aprendizaje, y el razonamiento matemático.

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