Abstract

This study addresses a critical gap in mathematics education by examining student perceptions of digital technology integration in an introductory linear algebra course in Chile. Although technology use in higher education is expanding, little is known about how different student groups, such as undergraduate mathematics students and pre-service teachers, engage with these tools in advanced mathematical contexts like linear algebra—a subject essential across Science, Technology, Engineering, Mathematics (STEM) fields but challenging to teach due to its abstract nature. Data from 59 participants were gathered via a questionnaire assessing engagement, perceived benefits, and motivation toward digital tools like SageMath and Canvas Learning Management System (LMS). Reliability analysis and statistical methods, including t-tests, ANOVA, and correlation, were employed to explore group differences and relationships between perceptions and technology use. Findings show that pre-service teachers reported significantly higher motivation (p < 0.001) and perceived greater benefits (p < 0.03) compared to undergraduates. A strong positive correlation (r = 0.71, p < 0.001) was found between perceptions of technology’s professional relevance and engagement with digital tools. This study contributes to understanding how different student cohorts perceive and use technology in linear algebra education, underscoring the need for tailored strategies in technology-enhanced learning environments.