Plan CEIBAL and the Incorporation of Digital Tools and Platforms in the Teaching of Mathematics According to the Teachers’ Perceptions

Denise Vaillant; Eduardo Rodríguez Zidán; Gustavo Bentancor-Biagas

doi:10.29333/ejmste/11307

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Denise Vaillant ¹, Eduardo Rodríguez Zidán ¹, Gustavo Bentancor-Biagas ¹ ^*

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¹ Universidad ORT Uruguay, URUGUAY^* Corresponding Author

Abstract

This article is based on research in which the three authors participated. The main objective is to identify, describe and analyze the practices of using digital tools and platforms for teaching mathematics in lower secondary education. Framed within a set of ICT policies promoted since 2007 by Plan CEIBAL in Uruguay, a mixed study was conducted, 176 teachers participated in a digital survey, and 15 of the participants were interviewed. Among the study’s main results, it is worth mentioning that mathematics teachers reported a low-frequency use of digital tools and platforms, and mainly an instrumental use of digital technology. It is necessary to foster and boost the development of best practices on the use of digital tools with pedagogical meaning in the context of teacher education degree courses through more prescriptive proposals that give meaning to innovation.

Keywords

digital platforms
teaching of mathematics
secondary education
teachers’ perceptions

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2021, Volume 17, Issue 12, Article No: em2037

https://doi.org/10.29333/ejmste/11307

Publication date: 03 Nov 2021

Article Views: 2538

Article Downloads: 820

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Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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How to cite this article

APA

Vaillant, D., Rodríguez Zidán, E., & Bentancor-Biagas, G. (2021). Plan CEIBAL and the Incorporation of Digital Tools and Platforms in the Teaching of Mathematics According to the Teachers’ Perceptions. Eurasia Journal of Mathematics, Science and Technology Education, 17(12), em2037. https://doi.org/10.29333/ejmste/11307

Vancouver

Vaillant D, Rodríguez Zidán E, Bentancor-Biagas G. Plan CEIBAL and the Incorporation of Digital Tools and Platforms in the Teaching of Mathematics According to the Teachers’ Perceptions. EURASIA J Math Sci Tech Ed. 2021;17(12):em2037. https://doi.org/10.29333/ejmste/11307

AMA

Vaillant D, Rodríguez Zidán E, Bentancor-Biagas G. Plan CEIBAL and the Incorporation of Digital Tools and Platforms in the Teaching of Mathematics According to the Teachers’ Perceptions. EURASIA J Math Sci Tech Ed. 2021;17(12), em2037. https://doi.org/10.29333/ejmste/11307

Chicago

Vaillant, Denise, Eduardo Rodríguez Zidán, and Gustavo Bentancor-Biagas. "Plan CEIBAL and the Incorporation of Digital Tools and Platforms in the Teaching of Mathematics According to the Teachers’ Perceptions". Eurasia Journal of Mathematics, Science and Technology Education 2021 17 no. 12 (2021): em2037. https://doi.org/10.29333/ejmste/11307

Harvard

Vaillant, D., Rodríguez Zidán, E., and Bentancor-Biagas, G. (2021). Plan CEIBAL and the Incorporation of Digital Tools and Platforms in the Teaching of Mathematics According to the Teachers’ Perceptions. Eurasia Journal of Mathematics, Science and Technology Education, 17(12), em2037. https://doi.org/10.29333/ejmste/11307

MLA

Vaillant, Denise et al. "Plan CEIBAL and the Incorporation of Digital Tools and Platforms in the Teaching of Mathematics According to the Teachers’ Perceptions". Eurasia Journal of Mathematics, Science and Technology Education, vol. 17, no. 12, 2021, em2037. https://doi.org/10.29333/ejmste/11307