Analytics and Gaps in the Use of Digital Platforms for Mathematics Education in Uruguay

Eduardo Rodriguez Zidan; Gustavo Bentancor Biagas; Martin Solari

doi:10.24320/redie.2025.27.e05.6438

Autores

Eduardo Rodriguez Zidan Universidad ORT Uruguay https://orcid.org/0000-0002-6437-578X
Gustavo Bentancor Biagas Universidad ORT Uruguay https://orcid.org/0000-0001-7531-8169
Martin Solari Universidad ORT Uruguay https://orcid.org/0000-0001-5532-3227

DOI:

https://doi.org/10.24320/redie.2025.27.e05.6438

Palabras clave:

pandemia, COVID-19, escuela secundaria, enseñanza de las matemáticas

Agencias de apoyo:

Fondo Sectorial de Educación, Fundación CEIBAL and Agencia Nacional de Investigación e Innovación (ANII) – Uruguay (FSED_2_2020_1_163598).

Resumen

Uruguay se caracteriza por la incorporación temprana y sostenida de programas que fomentan el uso de recursos digitales en la educación pública. El país seleccionó la plataforma de educación matemática Bettermarks para apoyar el proceso educativo. Esta investigación analiza datos sobre el acceso y uso de la plataforma entre estudiantes de secundaria previo a la pandemia de COVID-19 y durante la misma. Se utilizó un enfoque estadístico descriptivo e inferencial para analizar datos históricos sobre la interacción individual de los estudiantes con las actividades de aprendizaje en línea. Los hallazgos revelaron un aumento notable en la tasa de cobertura, que pasó del 22% al 49% de 2017 a 2020. Asimismo, se observó una tendencia ascendente en las actividades realizadas por usuarios activos en 2020. La plataforma brindó mayor cobertura, pero no se observaron diferencias significativas en la tasa de actividad a lo largo de los años. El análisis probó varias hipótesis para dilucidar las heterogeneidades en el acceso y la interacción entre los estudiantes que utilizan los recursos digitales. Se observaron diferencias estadísticamente significativas en la cobertura y en las actividades realizadas por los estudiantes, en función de diferentes factores.

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