On November 10, as part of the International Day of Mathematics, Belgrano Day School hosted the event “Mathematics + AI: Personalizing Learning in Diverse Settings. The CEIBAL Case”, a forum for reflection that brought together teachers, school leaders, university and teacher training institute representatives, and education specialists from Argentina and Uruguay.
The event was part of the school’s journey, spanning more than a decade, to explore adaptive platforms powered by artificial intelligence in order to enhance teaching and learning processes. Its purpose was to reflect on how the strategic use of AI can improve learning in diverse classrooms, design personalized learning pathways, and enrich assessment processes, reinforcing the school’s educational approach that combines pedagogical innovation, student autonomy, and professional development for teachers.
The Uruguayan Experience
The event was led by Dr. Alberto C. Taquini Jr., Headmaster of Belgrano Day School, and featured presentations by Gustavo Bentancor Biagas and Paola Noguera Rosas, specialists from the University of Montevideo and the Uruguayan State Educational Innovation Center (CEIBAL). They shared their experience using AI-powered adaptive learning platforms as pedagogical tools and presented the findings of their research on how these platforms can improve mathematics instruction while supporting teachers in personalizing learning.
The CEIBAL representatives explained that it takes approximately five years for a school to fully integrate a new technology and that the traditional educational model can successfully coexist with hybrid or digital approaches.
“We know that the use of technology can create concerns among teachers, but we see students who are more motivated,” said Bentancor. “In addition, AI allows us to tailor instruction by adapting it to students’ different abilities,” he added.
Among the challenges discussed were regulating screen time—a decision that currently depends on each school but is being widely debated around the world. They also highlighted the importance of moving beyond the purely instrumental use of platforms so they become educational allies rather than substitutes for teachers. Finally, they explained that, following extensive discussion among researchers, Uruguay chose to implement these platforms within the classroom as part of the core teaching process, rather than using them solely as supplementary tools or homework resources.
The Belgrano Day School Experience
During the event, school leaders and teachers from Primary and Middle & Senior at Belgrano Day School also shared their classroom experiences, explaining how they integrate AI-powered adaptive platforms to foster student autonomy and personalize learning.
In Primary, adaptive learning platforms have been part of classroom practice for the past seven years. Their implementation involved assessing the needs of the section, exploring various international options, conducting a pilot program, and providing teacher training before full adoption. The school’s Learning to Learn pillar served as the guiding principle throughout this process.
Middle & Senior teachers explained that one of the main challenges is adapting the use of these tools to 40-minute class periods. Among the features they value most, they highlighted that the platforms present real-life applications after each learning module and combine analytical problem-solving with engaging visual representations. Keeping students’ desire to learn alive while inspiring teachers to enjoy teaching is one of the key goals behind the educational innovation promoted by Belgrano Day School.
“Today’s learners are different. They investigate independently and navigate a world of ubiquitous information. Our challenge is to transform education in response to this potential,” concluded Alberto Taquini.
