Technological resources in secondary education have had problems in their implementation, especially in public institutions, this has caused teachers to keep traditional learning methodologies, with minimal alternatives to use active methodologies due to the limited access to Information and Communication Technologies (ICT). The present research aims to analyze the use of technology and academic performance in the teaching of Mathematics in the Joaquín Lalama Educational Unit. The methodology applied had a quantitative approach, with a pre-experimental experimental design and a pretest and post-test level of analysis, with the participation of 58 first and second year high school students; direct observation and inquiry were used as techniques. The results obtained indicated that 86.2% of the students consider that they learn better when the teacher uses a traditional class; 93.1% stated that they would like to learn Mathematics with the use of technology; on the other hand, 24% of the students mentioned that teachers never use a scientific calculator in their classes and 71% and 79% stated that teachers rarely or never use a projector or software, respectively. For the application of inferential statistics according to the characteristics of the variables and the hypotheses proposed, Student's t-test for related samples was used, obtaining p-values of less than 0.05, which means that the use of technology through the application of Inquiry Based Learning (IBL) establishes significant differences in the academic performance of students. The IBL has generated an increase in academic performance at the time of the pretest and post-test analysis; 0.696 points in the average.