Collaborative tools web 3.0 in the teaching of mathematics in times of Covid 19 pandemic

The limited use of collaborative tools in the teaching of Mathematics with students of Middle Basic General Education has allowed us to think about the three essential axes that this work entails: collaborative tools, Didactics of Mathematics, and learning and knowledge technologies (LKT). This research aimed to analyze the use of web 3.0 collaborative tools in the teaching of Mathematics. The methodology applied with a mixed experimental-exploratory approach, through a structured questionnaire of 24 questions on a Likert scale which was validated by Cronbach’s alpha statistic with a result of 0.846, the TAM model was applied to measure the acceptance of digital resources developed through collaborative web3.0 tools in virtual learning during the global pandemic covid-19, the ADDIE methodology was applied in the execution and application of collaborative tools for students in the eighth year of General Basic education. The contrast of the hypothesis was carried out using the Kolmogorov-Smirnov statistical test for a sample where a value less than 0.000 was obtained, stating that the development of web 3.0 resources by the teacher improves collaborative work focused on learning mathematics and, in this way, a paradigm shift is manifested in its conceptualization and modifications in its didactic development. The results show that the role of technology and the Internet in the learning of mathematics can generate some motivation, they represent for students and teachers a significant factor of high impact in the learning of mathematics in the long term, not because of their use or access to them, but for the competence to apply them in their learning.