Abstract:

This article presents a theoretical framework that relates mathematics training to digital skills. Through the practice developed at MATH LAB, the virtual classroom is used to question the students about their vision of mathematics, and their renewed reflection and awareness about their competence connection with the digital world is awakened. The students discover a new perspective on learning mathematics.

Mathematics has been created throughout history in an attempt to describe, explain and transform reality, so it is associated with the creation of models, problem-solving, and a wide range of experiences that allow the abstraction of the concepts learn to learn and learn to do. This is achieved by developing mathematical, thinking, informational, communicative, project-carrying, attitudinal, and will-related and abstraction, systemic thinking, experimentation, and collaboration skills that enable the development of digital skills.

In the article, the mathematical competencies and their connection with digital skills are presented first. The space generated for the students, MATH LAB, and the activities that take place are explained in connection with the digital skills purpose developed. Finally, the results of the experiences and the main conclusions are shared that allow us to find a new framework for an understanding of mathematics learning for students. One of the great challenges in learning mathematics is the student's motivation to understand its usefulness and this laboratory opens their mind to the transformative capacity of mathematical weighing.

Keywords:

Mathematical, digital skills, e-learning, laboratory.