Abstract:

Recently, changes have been necessary in schools for a pedagogical innovation in the learning of Mathematics, which requires to discontinue the traditional school model and innovate educational practices to develop educational encouragement for students at various levels of education, added to their capabilities, conceptual and procedural knowledge, and technological skill currently need in recent decades. An increase of technological resources available to teachers enhance better mathematics teaching and learning processes, it is essential for them to recognize which technological applications use and how in educational practices, and their impact on promoting the necessary student educational incentive and learning. This context challenges teachers to an essential role in using and to integrate appropriately new digital platforms with advantage in educational practices, adding to the students interest and capabilities to participate.To contribute to this scarce research on an innovative teaching and learning experience, is pertinent carry out this qualitative and interpretative study investigation, aimed to “understand the contribution of the regular and planned use of the digital platform MILAGE APRENDER+ in school for teachers ensure educational encouragement of primary and secondary school students in learning Mathematics. The 10 teachers and 150 students participants in this study, were selected as they are recognized as frequent users of the platform in levels of primary and secondary education in schools and volunteered based on informed consent, ensuring their confidentiality and the anonymity of their names. The data collection was carried out in several schools in Portugal, based on semi-structured interviews of participating teachers focusing on perceptions regarding functionality and pedagogical effects of using the platform on educational and learning practices, and a mixed-structure questionnaire applied to participating students of classes, focus on involvement, motivation and contribution of the work carried out using the platform and satisfaction of the platform functionalities and contribution on educational content in promoting their learning. The results of this study, show that in different classes the use of this platform has been quite regular and planned by teachers, in educational dynamics in the classroom and also used in online activities by students, as they consider an advantage. Highlighted by teachers, as determinant for the necessary effective students educational incentive and success in mathematics, the proposed activities are based on the platform materials available, as they considered them enriched with curricular learning tasks with different degrees of challenge suited to profile each student. There is more material such explanatory videos about contents used, indicated to students what they must watch to solve exercises. Students process in developments of themes and explore new concepts carry activities proposed by teachers, having contact and using the platform with pleasure throughout various academic years in classes to recover their learning.

Finally, is suggested in schools continually maintain the encouraging educational use of the platform in training actions, at different levels of education, to value academic advantages for students acquire a level of education, as beneficial to the development of skills of students' teaching in learning practices.

Keywords:

Students mathematical learning, use of digital platform, teaching practices.