Uruguayan teachers faced with the implementation of the Mathematical Adaptive Platform to learn and teach Mathematics

ABSTRACT

We present a qualitative-quantitative research whose objective is to investigate how teachers face the implementation of the Adaptive Mathematics Platform (PAM) to learn and teach Mathematics. According to Chrysostomou and Mousoulides (2009), for the changes of educational reform thrive is necessary to consider the beliefs and concerns of Uruguayan teachers on the PAM. The instrument of this research was an online survey that 105 teachers responded voluntarily. The results show that teachers value PAM positively, that the type of use they make puts it into play the its defining characteristics, and that differentiate it from other tools: regarding its adaptability, its ability to personalize the teaching and learning processes, the autonomy of the student, the immediate feedback given to the student and to the teacher, the different reports.

Keywords:
Digital technologies; Teaching practices; Teaching conceptions; Individualized teaching