<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362020000300718</article-id>
<article-id pub-id-type="doi">10.1590/s0104-40362020002802241</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Uso de plataformas y herramientas digitales para la enseñanza de la Matemática]]></article-title>
<article-title xml:lang="pt"><![CDATA[Uso de plataformas e ferramentas digitais para o ensino da Matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[The use of platforms and digital tools for the teaching of mathematics]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vaillant]]></surname>
<given-names><![CDATA[Denise]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zidán]]></surname>
<given-names><![CDATA[Eduardo Rodríguez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Biagas]]></surname>
<given-names><![CDATA[Gustavo Bentancor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad ORT Uruguay  ]]></institution>
<addr-line><![CDATA[Montevideo ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad ORT Uruguay  ]]></institution>
<addr-line><![CDATA[Montevideo ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad ORT Uruguay  ]]></institution>
<addr-line><![CDATA[Montevideo ]]></addr-line>
<country>Uruguay</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<volume>28</volume>
<numero>108</numero>
<fpage>718</fpage>
<lpage>740</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362020000300718&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362020000300718&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362020000300718&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo presenta los avances de un estudio realizado por los tres autores y financiado con fondos concursables en Uruguay. El objetivo de la investigación es describir y analizar las prácticas de uso de herramientas y plataformas digitales para la enseñanza de la Matemática en el 1er nivel de Educación Secundaria de Uruguay. La investigación se apoya en una encuesta digital implementada en la Plataforma Limesurvey con escalas tipo Likert a profesores de Matemática. Entre los hallazgos del estudio, se destaca la baja frecuencia de uso que hacen los profesores de las herramientas y plataformas digitales. Por otra parte, los resultados indican que los smartphones son los dispositivos que más utilizan los profesores para la enseñanza y que las preferencias en el uso de aplicaciones se concentra en dos aplicaciones: la Plataforma Adaptativa de Matemática (PAM) y GeoGebra. Parecería que la edad no es un factor que incida en el uso de las tecnologías por parte de los profesores de Matemática participantes del estudio.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta os avanços resultantes de um estudo realizado pelos três autores e financiado com os Fundos Concursáveis no Uruguai. A pesquisa visa descrever e analisar as práticas de uso de ferramentas e plataformas digitais para o ensino da Matemática no 1º ano da Educação Secundária do Uruguai. Para isso, apoiou-se em um questionário digital implementado na Plataforma Limesurvey com escalas tipo Likert para professores de Matemática. Entre as descobertas, destaca-se a baixa frequência no uso de ferramentas e plataformas digitais por parte dos professores. Além disso, os resultados indicam que os smartphones são os dispositivos mais utilizados para o ensino pelos professores e que as preferências no uso de aplicativos se concentram em duas: a Plataforma Adaptativa de Matemática e o GeoGebra. Tudo indica que a idade não é um fator incidente no uso das tecnologias para os professores de Matemática participantes do estudo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article presents the progress of a study carried out by the three authors, that was financed with competitive funds in Uruguay. The objective of the research is to describe and analyze the practices regarding the use of tools and digital platforms for the teaching of Mathematics in the 1st level of Secondary Education in Uruguay. The research is based on a digital survey implemented in the Limesurvey Platform with Likert-type scales for Mathematics teachers. Among the findings of the study, the infrequent use by teachers of digital tools and platforms is highlighted. On the other hand, the results indicate that smartphones are the most used devices by teachers for teaching, and that preferences in the use of applications are concentrated in two of them: Adaptive Platform for Mathematics and GeoGebra. Age does not seem to be a factor that affects the use of technologies by the mathematics teachers participating in the study.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Plataformas y herramientas digitales]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de la Matemática]]></kwd>
<kwd lng="es"><![CDATA[Profesores]]></kwd>
<kwd lng="es"><![CDATA[Educación Secundaria]]></kwd>
<kwd lng="pt"><![CDATA[Plataformas e ferramentas digitais]]></kwd>
<kwd lng="pt"><![CDATA[Ensino da Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Professores]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Médio]]></kwd>
<kwd lng="en"><![CDATA[Platforms and digital tools]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Teaching]]></kwd>
<kwd lng="en"><![CDATA[Teachers]]></kwd>
<kwd lng="en"><![CDATA[Secondary Education]]></kwd>
</kwd-group>
</article-meta>
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