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

Autor/inn/en	Vaillant, Denise; Rodríguez Zidán, Eduardo; Bentancor-Biagas, Gustavo
Titel	Plan CEIBAL and the Incorporation of Digital Tools and Platforms in the Teaching of Mathematics According to the Teachers' Perceptions
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 17 (2021) 12, (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bentancor-Biagas, Gustavo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Foreign Countries; Educational Technology; Technology Uses in Education; Mathematics Instruction; Teacher Attitudes; Mathematics Teachers; Secondary School Teachers; Teaching Methods; Teacher Surveys; Barriers; Computer Software; Computer Software Evaluation; Uruguay; Teaching and Learning International Survey (NCES) + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematics lessons; Mathematikunterricht; Lehrerverhalten; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Softwareanalyse
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01