La matemática dinámica como paradigma pedagógico: entre la innovación tecnológica y la equidad educativa

This monograph critically analyzes the evolution of Information and Communication Technologies (ICT) in mathematics education, highlighting the emergence of dynamic mathematics as a transformative paradigm in the study of functions. From behaviorist automation to interactive environments and artificial intelligence, four historical stages are identified, reflecting a shift from technical tools to cognitive mediators. Grounded in theoretical frameworks such as Duval’s theory of multiple representations, Rabardel’s instrumental genesis, and Ausubel’s meaningful learning, the study demonstrates how digital environments like GeoGebra, Desmos, and Graspable Math enhance conceptual understanding, mathematical modeling, and computational thinking. However, their implementation faces structural challenges: the digital gap, insufficient teacher training, the risk of passive cognition, and the commercialization of education. Technology alone does not bring transformation; it requires pedagogical mediation, equity, and aligned curricular policies. The study concludes that dynamic mathematics is not a technological solution, but rather a pedagogical, ethical, and political commitment to a more active, inclusive, and meaningful mathematics education.