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The article analyzes the transformative role of Information and Communication Technologies (ICT) in mathematics education in rural contexts, through their integration with innovative methodologies. The main objective is to explore how these technologies contribute to meaningful and contextualized learning in settings characterized by structural barriers. A qualitative approach was used, based on an interpretive analysis of 36 studies published between 2019 and 2024, including scientific articles and doctoral dissertations obtained from university repositories and academic search engines such as Google Scholar and Dialnet. The technique consisted of thematic reviews with a focus on analytical rigor and quality. The findings show that ICT, when combined with culturally relevant approaches such as ethnomathematics, strengthen the connection between curricular content and students’ sociocultural realities. Notable experiences include the use of geometric patterns in textiles and digital platforms in school projects. However, disparities persist due to limited technological infrastructure and insufficient teacher training. The study concludes that the effective integration of ICT in these contexts requires a comprehensive approach involving investment, continuous professional development, and community engagement. Finally, the creation of experimental and correlational models is suggested to evaluate the long-term impact of strategies tailored to the specific needs of rural communities.
