The present study focuses on the level of knowledge and use of neurodidactic tools by mathematics teachers, as well as the relationship between technology and neurodidactics in the educational context. The research problem lies in the lack of adequate training in neurodidactics and its impact on mathematics teaching. It is justified by the growing importance of neuroscience in learning and the need for teachers to integrate these strategies. The main objective is to analyze the level of knowledge of teachers about neurodidactics, their attitude towards technology and the technological resources available in educational institutions. The methodology used was quantitative, based on surveys applied to a sample of 18 mathematics teachers.
Data were collected through a structured questionnaire that assessed the level of knowledge in neurodidactics, the attitude towards the use of technology and the resources available in schools. The results indicate that the majority of teachers have a medium or low level of knowledge in neurodidactics, especially in areas such as learning theories based on neuroscience and the functioning of the brain in relation to learning. In turn, teachers expressed a positive attitude towards technology, although they indicated that technological resources in their institutions are limited. In conclusion, greater training in neurodidactics and technology is necessary so that teachers can improve the quality of mathematics teaching and effectively apply these tools in the classroom.
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