Tecnología educativa en la enseñanza y el aprendizaje de las matemáticas en educación superior: un análisis bibliométrico, 2000–2025
Educational Technology in Mathematics Teaching and Learning in Higher Education: A Bibliometric Analysis, 2000–2025Contenido principal del artículo
Introducción: La tecnología educativa aplicada a la enseñanza y aprendizaje de las matemáticas en educación superior ha generado un creciente cuerpo de investigación, cuyo análisis permite comprender su evolución y consolidación. Objetivo: Analizar la evolución de la producción científica, distribución geográfica, productividad autoral, redes de colaboración y estructura temática del campo entre 2000 y 2025. Metodología: Se aplicó un enfoque cuantitativo con diseño bibliométrico sobre 184 artículos indexados en Scopus, seleccionados según PRISMA 2020. El análisis se realizó mediante Bibliometrix y VOSviewer, considerando indicadores de productividad, colaboración y estructura conceptual. Resultados: Se evidenció un crecimiento sostenido desde 2018, con concentración geográfica en Indonesia, Estados Unidos y España. La productividad autoral mostró alta dispersión conforme a la Ley de Lotka y las redes de colaboración se presentaron fragmentadas. La estructura conceptual se organizó en torno a tres ejes principales: educación matemática, tecnología educativa y aprendizaje en línea. Conclusiones: El campo de la tecnología educativa en la enseñanza de las matemáticas se encuentra en proceso de consolidación, con avances significativos en el desarrollo conceptual, pero con limitaciones en la articulación de redes científicas y colaboración entre autores y regiones. Se sugiere fomentar la cooperación internacional y estrategias de integración académica para fortalecer la consolidación del campo.
Introduction: Educational technology applied to the teaching and learning of mathematics in higher education has generated a growing body of research, the analysis of which provides insights into its evolution and consolidation. Objective: This study aims to analyze the evolution of scientific production, geographical distribution, authorial productivity, collaboration networks, and the thematic structure of the field between 2000 and 2025. Methodology: A quantitative approach with a bibliometric design was applied to 184 Scopus-indexed articles, selected according to PRISMA 2020 guidelines. The analysis was conducted using Bibliometrix and VOSviewer, considering indicators of productivity, collaboration, and conceptual structure. Results: The findings revealed sustained growth since 2018, with geographical concentration in Indonesia, the United States, and Spain. Authorial productivity exhibited high dispersion in accordance with Lotka’s Law, and collaboration networks appeared fragmented. The conceptual structure was organized around three main pillars: mathematics education, educational technology, and online learning. Conclusions: The field of educational technology in mathematics teaching is currently in a consolidation phase, showing significant advancements in conceptual development but facing limitations in the articulation of scientific networks and collaboration across authors and regions. It is recommended to promote international cooperation and academic integration strategies to strengthen the consolidation of the field.
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