Fortalecimiento de las Competencias Matemáticas a Través de Herramientas Web 4.0 en Secundaria

This article presents a research project whose purpose was to determine the impact of a teaching strategy based on the use of Web 4.0 tools on strengthening the mathematical competencies of secondary school students at the San José Valley Rural Development Concentration Institution. The study arose from the need to incorporate technological innovations that respond to the current challenges of education in rural contexts, where digital divides and limitations in access to interactive pedagogical resources persist. Web 4.0 tools, such as blogs, artificial intelligence, social networks, and collaborative platforms, offer dynamic environments that favor active learning, participation, and the collective construction of knowledge, key aspects for enhancing performance in the area of ​​mathematics. The methodology adopted a quantitative approach with a quasi-experimental design, applying pretest and posttest tests to measure progress in the level of mathematical competencies. In addition, questionnaires for students and teachers, direct observations, and field diaries were used to triangulate the information and strengthen the validity of the results. The findings show that the planned and pedagogically oriented use of Web 4.0 tools significantly improved students' motivation, participation, and academic performance. Furthermore, an increase in peer interaction and self-confidence in solving mathematical problems was observed. It is concluded that the integration of these tools transforms the teaching-learning process, elevating educational quality and helping to close access and relevance gaps in rural contexts.