Development of Mathematics teachers to use Virtual Learning Environments

Abstract

This article aims to characterize the current status of pre-university mathematics teacher development using Virtual Learning Environments in Consolación del Sur, Pinar del Río, Cuba. The study uses the following empirical methods: a survey, interviews and a review of mathematics teachers' lesson plans. The methodological triangulation technique was also used as well as nonparametric statistical methods, which allowed for the identification of possible similarities and discrepancies. The study revealed strengths such as: motivation for training in educational technologies, as well as teachers' positive assessment of the usefulness; and weaknesses such as insufficient: theoretical knowledge, deficient technical skills, critical didactic application, insufficient willingness to address technical and pedagogical challenges, and minimal participation in continuing education.