The level of influence of the use of ethno-digital resources in the teaching-learning process of mathematics in students of the third grade of secondary education in rural areas of the province of Huánuco is analyzed, oriented to the achievement of their mathematical competences. The study is contextualized in the modality of participatory action research, through the design of concurrent execution. The implementation of the teaching strategy is carried out during six weeks of classes. The experience made allows observing that the teaching-learning process of contextualized and interactive mathematics mediated by the environment and digital resources, generate high motivation and commitment of students with their learning; the same, which is evident in the efficiency shown in the process of concept construction, modeling process and solving mathematical problems. It is concluded that the convergence of ethnic and digital technology, energizes the didactic process and favor the achievement of significant learning of the topics of mathematics by students.