TIC y enseñanza de las matemáticas en secundaria: Melilla

The incorporation of technology by teachers as a teaching tool is a challenge. Our aim is to analyse whether ICT resources influence the use of pedagogical models and active methodologies by secondary school teachers in Melilla to teach Mathematics. In this cross-sectional quantitative study, a sample n= 61 (83.56% of the population) was evaluated using a validated 20-item questionnaire with three indicators: B.1 Methodologies and Pedagogical Models, B.2 Teaching Practice and C.3 ICT Resources in the teaching environment. Statistical power allows extrapolation of the findings.