The innovative potential of icts in the learning of mathematical contents from the use of photomath

This article seeks to discuss the use of ICT in the teaching-learning process of mathematics at university using mobile technologies (smartphones) as a didactic resource for learning mathematical content. It aims to analyze the students' perceptions regarding the use of ICT in their learning using the Photomath application. The exploratory study performed with students in the Calculus discipline showed that 100% of students claim to use mobile technologies for study purposes. They indicated the advantages of convenience and easy access to information and identified the disadvantages of digital content with low methodological focus, dispersion, and health problems. Of these, 90% affirm that most teachers do not use ICT in the classroom engaged in student learning and that those who do it use applications, social media, and educational games. Although they are incorporated into the students' daily lives and help the development of their skills, ICTs face difficulties in being incorporated into their learning process. This study reaffirms the importance of teaching mediation during the use of ICT to learning mathematical content by the students. To that end, it still requires more investments in an epistemology of practice that assumes ICT and its relationship with learning as an object of research.