This article describes a study carried out at the Saint George’s School in Bogota, to analyze how Math teachers use Moodle platform in a classroom, and develop cognitive and action competencies in primary students. Data was collected using a mixed methods research, and there were used virtual surveys, virtual interviews and a class observation applied to four (4) teachers and four hundred twenty-six (426) students. The results show that the interactive activities available in the virtual classroom are less used by the teachers regarding their few technology knowledge. Therefore, the virtual classroom turns into a journal where teachers upload dates and content but do not take advantage of its constructivist approach. The study shows how teachers can promote significant learning by using interactive tools such as games, multimedia resources, tasks and online quizzes because students interact online in a social constructivist virtual classroom.