d7a21111-86e6-4d5d-9a0a-aeec3586ffae20240904055226463wseas:wseasmdt@crossref.orgMDT DepositWSEAS TRANSACTIONS ON COMPUTER RESEARCH2415-15211991-875510.37394/232018http://wseas.org/wseas/cms.action?id=133721220241220241210.37394/232018.2024.12https://wseas.com/journals/cr/2024.phpCristianIncaFacultad Departamento de Informática y Electrónica, Escuela Superior Politécnica de Chimborazo (ESPOCH), Km 1 1/2 Panamericana Sur, Riobamba, EC060155, ECUADORAndrésMorochoFacultad Departamento de Informática y Electrónica, Escuela Superior Politécnica de Chimborazo (ESPOCH), Km 1 1/2 Panamericana Sur, Riobamba, EC060155, ECUADORFranklinCoronelFacultad Departamento de Informática y Electrónica, Escuela Superior Politécnica de Chimborazo (ESPOCH), Km 1 1/2 Panamericana Sur, Riobamba, EC060155, ECUADORAngelMenaFacultad Departamento de Informática y Electrónica, Escuela Superior Politécnica de Chimborazo (ESPOCH), Km 1 1/2 Panamericana Sur, Riobamba, EC060155, ECUADOREvelynIncaIndependent Researcher Riobamba, EC060108, ECUADORhttps://orcid.org/0000-0001-7055-9019JosephGuerraIndependent Researcher Riobamba, EC060108, ECUADORhttps://orcid.org/0000-0003-4669-7715Mathematical knowledge is a basic tool for understanding these processes, however, its learning can be abstract, causing some difficulties for students to understand it, which is why pedagogical alternatives (ABP) have been developed, which allow the resolution of real problems through the execution of projects in the mathematical field, in this case supported by information and communications technologies. The usefulness of this tool in learning was evaluated through its application in a group of 20 students from the information technology major at the Polytechnic School of Chimborazo (ESPOCH), 10 before the use of the APB and 10 after its use, comparing the changes in the academic performance of students after the application of the ABP, as well as the perception of students in relation to the interest, value, motivation, and usefulness of mathematics through the management of information from Ecuadorian databases for the construction of equations that allow, through the use of derivation rules, to analyze the behavior of elements of economic interest. The results obtained were satisfactory when observing an increase in grades after the implementation of project-based learning since, it was observed that 57.6% of the students adequately understood the dictated contents and 65.76% correctly used ICT for teaching. Obtaining statistical information for the construction of mathematical equations, which is done correctly in 62.69% of the cases, is a product of greatest interest (56.70%) and motivation (54.20%) to do it, which was expressed in a higher level of competencies (58.30%) in the area of mathematics, even with a lower level of tension (31.35%) and greater commitment (64.10%). The results of the achievements achieved by the students allow us to conclude that the use of ABP is effective in learning mathematics, especially if the skills of the area of knowledge are combined with the appropriate use of information and communication technologies.94202494202439140339https://wseas.com/journals/cr/2024/a785118-284.pdf10.37394/232018.2024.12.39https://wseas.com/journals/cr/2024/a785118-284.pdf10.21839/jaar.2018.v3is1.169Ratheeswari K. Information Communication Technology in Education. Journal of Applied and Advanced Research, 2018: 3(Suppl. 1) S45-S47. 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