<?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>1607-4041</journal-id>
<journal-title><![CDATA[Revista electrónica de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[REDIE]]></abbrev-journal-title>
<issn>1607-4041</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1607-40412025000100105</article-id>
<article-id pub-id-type="doi">10.24320/redie.2025.27.e05.6438</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Analytics and Gaps in the Use of Digital Platforms for Mathematics Education in Uruguay]]></article-title>
<article-title xml:lang="es"><![CDATA[Analíticas y brecha de uso de plataformas digitales para la educación matemática en Uruguay]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Zidán]]></surname>
<given-names><![CDATA[Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bentancor Biagas]]></surname>
<given-names><![CDATA[Gustavo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Solari]]></surname>
<given-names><![CDATA[Martin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad ORT  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1607-40412025000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1607-40412025000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1607-40412025000100105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Uruguay is known for its early and sustained incorporation of programs that foster the use of digital resources in public education. The country selected the mathematics education platform Bettermarks to support student education. This research analyzes data on access to and use of Bettermarks for mathematics education among secondary school students both before and during the COVID-19 pandemic. A descriptive and inferential statistical approach was used to analyze historical data on individual student interaction with the online learning activities. The findings revealed a notable increase in the coverage rate, rising from 22% to 49% from 2017 to 2020. Similarly, an upward trend was also observed in the activities completed by active users in 2020. The platform provided greater coverage, but no significant differences were observed in the activity rate between years. The analysis tested several hypotheses to elucidate heterogeneities in access and interaction among students using the digital resources. Statistically significant differences were observed in coverage and student activities, based on different factors.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[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.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[pandemics]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[secondary schools]]></kwd>
<kwd lng="en"><![CDATA[mathematics education]]></kwd>
<kwd lng="es"><![CDATA[pandemia]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="es"><![CDATA[escuela secundaria]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de las matemáticas]]></kwd>
</kwd-group>
</article-meta>
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