Pedagogical Analysis of Audiovisual Material Use in the Mathematics Classroom
DOI:
https://doi.org/10.59343/yuyay.v5i1.127Keywords:
Audiovisual material, Mathematics education, Pedagogical innovation, Meaningful learning, Secondary educationAbstract
This article examines the pedagogical impact of using audiovisual materials as didactic resources in Mathematics education at the secondary level, specifically targeting second-year students of the Unified General Baccalaureate. The mixed-method study combined quantitative and qualitative techniques to assess how audiovisual resources influence the understanding of abstract mathematical concepts. Student surveys and semi-structured teacher interviews were conducted, complemented by a classroom observation guide. The results revealed a significant improvement in student engagement, sustained attention during lessons, and academic performance compared to exclusively traditional methodologies. Teachers also reported that videos, simulations, and animated presentations facilitated pedagogical mediation, particularly in complex topics such as functions, geometry, and algebra. However, limitations were identified in terms of access to technology and teacher training for the critical and creative use of these resources. It is concluded that when audiovisual material is planned with appropriate didactic criteria, it enhances motivation and meaningful learning, transforming the Mathematics classroom into a more inclusive and interactive space.
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