The development of algebraic thinking from an early age is becoming increasingly important, given its direct influence on understanding other areas of knowledge and on students’ ability to make sense of mathematics in their daily lives. This need is intensified within an educational landscape that increasingly integrates digital tools, which offer new perspectives for teaching and learning processes. However, this integration presents a significant challenge for teachers and students in rural contexts, where persistent historical disparities complicate these processes. This article explores collaborative learning, mediated by accessible digital technologies, as an innovative strategy to promote the development of algebraic thinking in educational institutions located in rural settings. Adopting a mixed-methods approach, the research analyzes the experiences of students who participated in collaborative mathematical projects, with clearly defined roles, using tools such as GeoGebra and spreadsheets. The study’s findings reveal that this strategy not only strengthens fundamental algebraic processes such as generalization, symbolization, and argumentation, but also encourages the appropriation of educational technologies adapted to the particularities of the rural context. The results suggest that the integration of technology and collaboration in school projects significantly enhances not only mathematical learning but also digital skills, student participation, and the relevance of knowledge in environments that often face economic, structural, and educational limitations.