O celular como recurso didático no ensino de matemática: percepções docentes e discentes frente á Lei Nº 15.100/2025

Abstract

This article investigates the perceptions of teachers and students regarding the use of cell phones as a didactic resource in mathematics teaching, in light of Law No. 15.100/2025, which regulates the use of electronic devices in basic education schools. The research was conducted using a qualitative and quantitative approach, through questionnaires administered to 13 mathematics teachers and 119 elementary and high school students from public schools in Uruçuí, Piauí. The results indicate that, although cell phones are recognized by both teachers and students as potentially useful tools for the teaching and learning of mathematics, their use in the classroom is limited by factors such as distractions, lack of student maturity, unequal access, and concerns about the current legislation. Most teachers support the law for helping to reduce distractions but advocate for its pedagogically guided use. It is concluded that teacher training for the conscious use of technology, combined with clear guidelines, is essential to transform the cell phone into an ally in pedagogical practice and mathematical learning