Estudo Autónomo... Acredita, és capaz! Percursos, Metas e Horizontes 93 is performed with K-11 and K-12 students and two teachers of two different Portuguese public schools, that resorted to some of the digital pedagogical resources to learn algebra in a blended learning context. The mentioned resources were specifically created thinking of students who study autonomously, either at school or at home. Student’s and teachers’ opinions about the teaching/learning experience and the quality of the learning that took place were collected with questionnaires and semi structured interviews. Results In K-11 class, a six-resource learning sequence was selected, on trigonometric functions. The fifteen students accessed the resources available in the classroom and performed, in pairs, the proposed tasks. Initially a short introduction was made to the #EstudoEmCasa Apoia platform and to the objectives of the mathematics’ resources to secondary levels. From the classroom observation, it was possible to identify that some students presented some initial difficulties because they did not read the introductory texts that contained the instructions. However, with the help of the teachers, they advanced and became involved in the resolution of the tasks. In the features that included videos it was found that most didn’t view them, because the students' expectations fit with the resolution of training exercises and, for this reason, they advance quickly until reaching the questionnaires and exercises. Figure 1 shows peer work with GeoGebra application embedded in #EstudoEmCasa Apoia platform and support the importance of this kind of work because it allowed students to discuss their conjectures and to support each other to overcome their difficulties. Figure 1 - Students from K-11 In this situation, the application of resources to all students, regardless of whether they have difficulties or not, does not seem to be the best option. However, some differentiation was possible by proposing
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