<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2739-0063</journal-id>
<journal-title><![CDATA[Revista InveCom]]></journal-title>
<abbrev-journal-title><![CDATA[Revista InveCom]]></abbrev-journal-title>
<issn>2739-0063</issn>
<publisher>
<publisher-name><![CDATA[Asociación Investigadores Venezolanos de la Comunicación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2739-00632025000300206</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.14271210</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Innovaciones tecnológicas en el aprendizaje de matemáticas en educación básica: revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Technological innovations in mathematics learning in basic education: a systematic review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maguiña Huerta]]></surname>
<given-names><![CDATA[Leonarda Luz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Padilla Caballero]]></surname>
<given-names><![CDATA[Jesús Emilio Agustín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<volume>5</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632025000300206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632025000300206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632025000300206&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio sobre innovaciones tecnológicas en el aprendizaje de matemáticas tiene como objetivo analizar y sintetizar la evidencia científica más reciente sobre las innovaciones tecnológicas en plataformas de aprendizaje utilizadas para la enseñanza de matemáticas en la educación básica. Como método, se utilizaron bases de datos como Scopus, WoS y ERIC, siguiendo las directrices PRISMA. Los criterios de inclusión abarcaron artículos originales publicados entre 2020 y 2024, enfocados en tecnología aplicada a niños menores de 13 años. En la búsqueda se usaron palabras clave y operadores booleanos, así como diversos filtros como el idioma, las subáreas y los artículos de acceso libre. Los resultados sugieren un impacto positivo de las tecnologías digitales en el aprendizaje y la motivación, especialmente en aritmética y geometría, evidenciando preferencias por dispositivos móviles y aplicaciones educativas específicas. Como conclusión principal, los estudios destacan el potencial de la tecnología, especialmente de los dispositivos móviles y aplicaciones, para transformar la enseñanza de las matemáticas en la educación básica. Su fácil acceso y manejo los convierten en herramientas idóneas para fomentar el aprendizaje de los estudiantes, principalmente en la educación a distancia, donde la autonomía del alumno es fundamental. Es relevante integrar estas tecnologías de manera estratégica en el currículo matemático, no solo como respuesta a las necesidades actuales de educación remota, sino también como un medio para potenciar las habilidades de aprendizaje independiente a largo plazo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study on technological innovations in mathematics learning aims to analyze and synthesize the most recent scientific evidence on technological innovations in learning platforms used for teaching mathematics in basic education. As a method, databases such as Scopus, WoS and ERIC were used, following the PRISMA guidelines. The inclusion criteria included original articles published between 2020 and 2024, focused on technology applied to children under 13 years of age. Keywords and Boolean operators were used in the search, as well as various filters such as language, subareas and open access articles. The results suggest a positive impact of digital technologies on learning and motivation, especially in arithmetic and geometry, evidencing preferences for mobile devices and specific educational applications. As a main conclusion, the studies highlight the potential of technology, especially mobile devices and applications, to transform the teaching of mathematics in basic education. Their easy access and handling make them ideal tools to promote student learning, mainly in distance education, where student autonomy is fundamental. It is relevant to integrate these technologies strategically into the mathematics curriculum, not only as a response to the current needs of remote education, but also as a means to enhance long-term independent learning skills.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[tecnología educacional]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de las matemáticas]]></kwd>
<kwd lng="es"><![CDATA[recursos educacionales]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[mathematics teaching]]></kwd>
<kwd lng="en"><![CDATA[educational resources]]></kwd>
</kwd-group>
</article-meta>
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