Abstract

The aim of this paper is to analyze the available lexicon of students of Mathematics Education according to eight centers of interest. Results show that the lexicon available in the centers of interest is greater in mathematics than the one available in centers of interest in ICT for mathematics. Additionally, a categorization of the lexicon available for ICTS associated with Mathematics is suggested which leads to the following connections: software for mathematics education, office automation tools, and technological concepts associated with the internet.