Digital technologies have brought about a revolution in all areas of life: technological, business, communicative, cultural, and even in knowledge and entertainment. In the educational landscape it also has its reflection and the methodologies and resources have been redrawn, in terms of different media, channels, languages, narratives, etc. These changes, substantive and profound, affect all the society simultaneously, but other agents as educational administrations and the publishing sector is also involved. In this research we analyze a sample of institutional portals and commercial platforms that offer digital didactic resources in the area of mathematics in the Autonomous Community of Galicia. We focus on the type of materials, the pedagogical model that underlies them, the differences between commercial and institutional platforms, their use, impact on teaching and learning mathematics in the classroom, etc. The instrument used was a questionnaire designed ad hoc and validated and administered to 13 commercial platforms; both those produced commercially by publishing companies and those of an institutional nature generated by the regional administrations of the Canary Islands, Galicia and Valencia. The results indicate that, although the range of online offer of didactic materials for mathematics is wide and with varied formats, they have pedagogical shortcomings that do not favor active methodologies or a true integration of other alternatives that promote the development of open, flexible educational projects that facilitate the attention to the individual and collective diversity of each person, as well as the participation, interactivity / connectivity of the educational community, since most reproduce the format of the printed textbook by adding some online resources.
Análisis de materiales didácticos digitales para guiar y/o apoyar el proceso de enseñanza - aprendizaje de las matemáticas
