Funções quadráticas e a utilização de novas tecnologias de ensino

Abstract

The concept of quadratic functions is presented in the mathematics curriculum as an advancement in the use of algebra, serving as a basis for interpreting other topics within the discipline's curriculum that depend on this knowledge. Thus, like other subjects, the content of quadratic functions can be taught using various teaching strategies. Therefore, this work aims to present how the use of new teaching technologies impacts the teaching and learning of quadratic functions. Therefore, this is characterized as a qualitative research of a bibliographic and exploratory nature, whose databases used for the research included the academic platforms Google Scholar and the Coordination for the Improvement of Higher Education Personnel (CAPES), where materials published in the last ten years (2014 to 2025) were consulted. The studies showed that the difficulties faced by students, such as the interpretation of concavity, the identification of the vertex, roots, and axis of symmetry, are frequently associated with the absence of didactic strategies that integrate visual exploration, experimentation, and contextualization. In this scenario, the introduction of digital technologies, such as GeoGebra, demos, mobile applications, and gamification resources, presents itself as a promising path to enrich the teaching and learning process.