This study explored the implementation of technological tools in the mathematics teaching practice of 32 teachers in the educational context of Ambato, Ecuador. Through a survey, we inquired about the frequency of use of various technologies, the perception of their effectiveness in student learning, and the level of training received by teachers. The results revealed a moderate to high adoption of technological tools in the mathematics classroom. Most of the teachers surveyed stated that these tools contribute to improving students’ motivation and understanding, especially when visualizing abstract concepts and solving problems in a more interactive way. However, significant gaps in access to adequate technological resources and the quality of teacher training in the pedagogical use of these tools were identified. The results obtained underline the importance of designing specific professional development programs to equip teachers with the necessary competencies to effectively integrate technologies into mathematics teaching. In addition, the need for institutional policies that promote the acquisition and maintenance of adequate technological infrastructures in schools is highlighted. In conclusion, this study evidences both the advances and challenges in the integration of technologies in mathematics teaching in the context of Ambato, providing valuable information for the design of improvement strategies in this area.