As a consequence of the imminent incorporation of Information and Communication Technology (ICT) in the teaching of the sciences, and particularly that of mathematics, teachers' pedagogical practice has been transformed. This article presents a bibliographical review that sought out answers to questions such as: What implications does constructivism have in Mathematics Education? And how can constructivism, pedagogical practice and the mathematics teaching promoted by teachers who use ICT, be connected? The above allowed a proposal to be established that sustains ICT use as an aid in the teaching process and transforms it into a means of creating an appropriate environment conducive to mathematics learning through projects.
You may also start an advanced similarity search for this article.