Use of technology in the diagnostic assessment of mathematical skills

Abstract

The article examines the potential of digital technologies to improve the diagnostic assessment of mathematical skills, given the limitations of traditional approaches that hinder the early detection of conceptual and procedural gaps. It employs an exploratory and critical review of the literature (2015–2025), with systematic searches and criteria of relevance, timeliness, and rigor, organizing the findings around types of technologies, pedagogical foundations, evidence of effectiveness, and implementation challenges. The results indicate greater accuracy of individualized diagnosis through adaptive testing and item analysis (TRI/DCM), availability of immediate feedback that enables real-time instructional adjustments, and diversification of instruments (interactive items, simulations, and game-based assessments) capable of capturing cognitive processes, as well as practical limitations: infrastructure gaps, the need for calibrated item banks, teacher training to interpret data, and risks of validity and equity biases. It is concluded that technology enhances diagnosis and pedagogical decision-making if it is integrated with solid instructional design, teacher professional development, and institutional policies of inclusion and sustainability, complementing not replacing qualitative approaches.