Curricular integration of ICT into Mathematics III for the training of the computer engineer

Abstract

The present article presents the process of integration of digital technologies into the Mathematics III subject for the vocational training of computer engineers not onlyfrom its instrumental dimension with the classical question "with what?", but also based on a pedagogical conception that considers Information and Communication Technologies (ICT), as a means and as a learning content with a professional and interdisciplinary approach to the curriculum. This experience was developed throughface to face meetings at  the Technological University of Havana, and the use of theMoodle educational platform as a
support for its task system, complemented with the use of social networks and other computer applications. This article is aimed at reflecting on the integration of ICTs in the Teaching-Learning Process (TLP). Methods of the theoretical and empirical level are used, from a dialectical-materialist approach which allows the integral study of its object. The theoretical methods used are theanalytic-synthetic, the inductive-deductive, the historical-logical, thesystemic- structural-functional methods and
the modeling. The results of the qualitative research show that there is a tendency to improving the quality of the teaching-learningprocess. This is a concrete response to the demand of the contemporary society to transform universities through scientific and technological innovation, but also fromthe methodological and humanistic points of view to train socially active and responsible professionals, with reflective, humanistic, flexible, multilateral, dialecticaland cooperative thinking, ready for lifelong learning.