Revista Tecnológica Ciencia y Educación Edwards Deming

Multiple Representations and Meaningful Learning in Mathematics Education During the Transition to Higher Education

Nancy Karina Tapia Yagual — 2026-07-22

The transition from secondary education to higher education represents one of the major challenges in students’ mathematical development. During this stage, many first-year university students experience difficulties in understanding fundamental mathematical concepts due to limited connections among different forms of mathematical representation and the predominance of procedural learning approaches. In this context, the present study aimed to analyze the contribution of multiple representations to meaningful learning of mathematical concepts among first-year university students. A mixed-methods approach with a quasi-experimental design was employed, involving students enrolled in introductory Mathematics and Precalculus courses. The instructional intervention was grounded in Duval’s theory of semiotic representation registers and Ausubel’s theory of meaningful learning, incorporating activities that promoted the integration of algebraic, graphical, numerical, tabular, and verbal representations. The findings revealed significant improvements in conceptual understanding, graphical interpretation, coordination among representation registers, and mathematical problem-solving skills. In addition, students reported positive perceptions of the instructional strategies, emphasizing that the use of multiple representations facilitated content comprehension and supported the construction of meaningful knowledge. The study concludes that multiple representations constitute an effective pedagogical strategy for enhancing meaningful learning in mathematics during the transition to higher education. Furthermore, they contribute to the development of mathematical reasoning, conceptual understanding, and the application of knowledge in diverse contexts. These findings provide relevant evidence for the design of educational practices aimed at improving mathematics teaching and learning in the early years of university education.

Information Literacy in Rural Telebachillerato Schools: Challenges and Opportunities in Huitiupán, Chiapas

Giselle Paulina Domínguez Pérez — 2026-07-23

Information literacy is a fundamental competency for education regarding the access, evaluation, and ethical use of information in the digital society. In rural contexts, this process faces challenges related to technology access, connectivity, and training opportunities. The aim of this study was to analyze the information literacy level of students at a *Telebachillerato* (distance high school) in the municipality of Huitiupán, Chiapas, Mexico, identifying key challenges and opportunities for strengthening these skills. A mixed-methods study was conducted using a descriptive approach and a non-experimental, cross-sectional design. Sixty-three students participated, completing a structured questionnaire covering six dimensions: technological access and availability, basic ICT skills, information competencies, educational use of technology, digital security and citizenship, and self-assessment of digital competencies. Additionally, six semi-structured interviews and an observation guide were used to complement and triangulate the data. The results show that, while most students have smartphones and home internet access, persistent limitations in the school's technological infrastructure restrict the pedagogical use of ICT. Furthermore, the study found that students possess basic digital skills and use technology for academic purposes; however, they need to strengthen competencies related to searching for, evaluating, and ethically using information. It is concluded that developing digital competencies is a necessary but insufficient condition for fostering information literacy; therefore, it is essential to promote institutional strategies aimed at strengthening these competencies in rural Telebachilleratos.

Educational Innovation and Emerging Technologies in Latin American Higher Education: Contributions to Active, Collaborative, and Student-Centered University Learning

Luis Roberto Ponce Baque — 2026-07-23

Latin American higher education is undergoing a transformation shaped by the expansion of emerging technologies, the accelerated digitalization of learning environments, and the need to consolidate more active, collaborative, and student-centered pedagogical models. In this context, this article aims to critically analyze the contributions of educational innovation and emerging technologies to active, collaborative, and student-centered university learning in Latin American higher education. Methodologically, a critical documentary literature review was conducted based on recent scientific literature, technical reports, and institutional documents published mainly between 2021 and 2026, with emphasis on higher education, artificial intelligence, learning analytics, hybrid environments, extended reality, gamification, and technology-enhanced pedagogical designs. The findings suggest that emerging technologies contribute to learning when they are embedded in intentional, ethical, and contextualized pedagogical designs oriented toward cognitive engagement, meaningful collaboration, formative feedback, responsible personalization, and student autonomy. However, the evidence also shows that technology adoption does not guarantee innovation by itself, since it may reproduce inequalities, reinforce transmissive practices, intensify data surveillance, or reduce university education to performance indicators if it is not accompanied by teacher development, institutional governance, adequate infrastructure, and equity criteria. The article concludes that educational innovation in Latin American higher education should be understood as a pedagogical, cultural, and institutional process in which technology acquires transformative value only when it expands learning opportunities, strengthens teacher mediation, and promotes holistic education aligned with contemporary social, digital, and professional challenges.

Informal Human Settlements, “Una sola fuerza 1” Sector, Durán Canton: A Legal, Social, and Economic Perspective

Martha Leonor Vera Moreno — 2026-08-04

The study addresses the phenomenon of irregular human settlements in the Durán canton, Una Sola Fuerza 1 sector, delving into its legal and social implications. The objective was to examine how the interaction between norms, doctrine, and empirical reality explains the consolidation of informal occupations and the state's failure to guarantee the right to housing. The study involves normative analysis and fieldwork, compiling the opinions of experts. The findings suggest that the lack of regulatory order is a problem that cannot be solved through sanctions, but rather through comprehensive, coordinated, and sustainable public policies that harmonize the social function of property with the guarantee of the right to housing.