Análise bibliográfica acerca da contribuição do software geogebra para o ensino-aprendizagem da disciplina de matemática

Abstract

The integration of digital technologies in Mathematics teaching has proven to be an effective strategy for transforming pedagogical practices and promoting more meaningful learning experiences. Among these tools, GeoGebra software stands out for providing an interactive and dynamic environment that facilitates the understanding of abstract concepts such as geometry, algebra, and calculus. Its intuitive interface and ability to combine graphical, algebraic, and numerical representations make it a valuable resource for both teachers and students. The general objective of this study is to analyze how GeoGebra contributes to Mathematics teaching, considering the visualization of concepts, interactivity in the learning process, and the promotion of meaningful learning. This article adopts a methodological approach based on bibliographic research, aiming to gather and analyze studies that contribute to understanding the topic. Data collection was conducted through searches on Google Scholar using the keywords “GeoGebra in Mathematics teaching.” This strategy resulted in the identification of 9,310 publications related to the subject. To ensure the relevance and timeliness of the analyzed data, a temporal cut was applied, focusing on publications from the last five years. The studies presented in works T1 to T5 highlight the importance of GeoGebra software as a transformative tool in Mathematics teaching. By exploring different perspectives, these studies reinforce GeoGebra’s ability to promote meaningful learning by integrating visualization, interactivity, and experimentation across various stages of basic education, especially in teaching complex mathematical concepts