Innovación educativa en matemáticas mediante el uso de plataformas virtuales: Experiencias docentes en la educación universitaria

The use of virtual platforms has transformed the teaching of mathematics in university education, promoting pedagogical innovation and improving the interaction between teachers and students. This study aims to analyze how virtual platforms contribute to the teaching of mathematics in the university setting, focusing on the teaching experiences at the Universidad Simón Bolívar, El Litoral campus, in the state of La Guaira, Venezuela, and the innovative pedagogical strategies that are used. Through a qualitative approach, based on semi-structured interviews and participant observation, the attitudes of five teachers towards the use of virtual platforms are examined, as well as the difficulties they face when integrating them into their teaching. The results indicate that, although virtual platforms allow for more interactive and collaborative learning, many teachers face obstacles such as a lack of technological training and resistance to change in their pedagogical practices. Despite these barriers, teachers who adopt a proactive approach use the platforms to offer interactive resources, encourage collaboration between students, and provide personalized feedback. In this context, the research draws on key pedagogical approaches, such as social constructivism and connectivism, to understand how technology can enhance interaction and collaborative learning in mathematics. The study highlights the need for ongoing training for teachers and strong institutional support to overcome technological difficulties. Finally, recommendations are proposed to improve the integration of virtual platforms in mathematics teaching, with the aim of optimizing learning and making mathematics education at university more accessible.