The Digital Divide and Its Influence on the Development of Performance-Based Skills in Mathematics

Abstract

Education in schools aims at the construction and development of skills in the area of mathematics, which certain students perceive as a subject of great complexity due to its focus on calculation, arithmetic, algebra, geometry, and number theory—processes that require continuous analysis and interconnection between different contents. For this reason, this research centers on the development of performance-based skills in mathematics at the high school level, approached from an analysis of the digital divide that emerges in education through its direct involvement with digital resources and tools. In this context, some students face limitations in accessing devices, connectivity, and knowledge, often due to geographic location or economic constraints, which directly affect the effective use of digital resources. While some students have access to high-end devices, others barely manage to connect or possess only basic digital competencies. From this perspective, the objective is to propose Project-Based Learning (PBL) as a strategy to overcome the digital divide in the development of performance-based skills in mathematics. Using a mixed-methods research paradigm, the results obtained after applying questionnaires reveal that peer support—where students with stronger digital skills, combined with access to digital resources, collaborate with those who have less experience—plays a crucial role. In conclusion, the digital divide is a persistent reality that directly influences the development of mathematical skills