Digital tools and visual aids in mathematics education: pedagogical practices from an international perspective

Abstract

Introduction: The use of visual aids in teaching mathematics is a critical area that has been employed to increase understanding and engagement in learning mathematics. Objective: This cross-national comparative research analyzes the use of visual aids in secondary mathematics teaching in the US and Spain with respect to implementation rate, diversity, and teaching objectives. Methodology: A mixed-methods approach was used, including observation, a questionnaire, and interviews. The study involved 24 teachers and 720 students from 24 educational institutions across the two countries. The research employed thematic, axial, quantitative, and t-test analyses. Results: The research revealed significant discrepancies between the two contexts. In the US, the use of visual aids in teaching mathematics involved a diverse range of computer-generated visual tools (71%), aimed at improving mathematical understanding and encouraging further study. The standard level of visual reasoning among American students surpassed that of Spanish students by 4.1 out of 5. In Spain, fewer visual resources were used, primarily focused on teaching procedural skills. This was attributed to curriculum rigidity, limited training in the use of visual resources (48%), and insufficient technological infrastructure (52%). Conclusions: The curriculum should be oriented toward analytical processes that incorporate standards for fostering visual and representational skills in mathematics education.