As tecnologias digitais no ensino aprendizagem de matemática

Abstract

The teaching and learning of Mathematics has increasingly sought to integrate digital technologies into the theoretical and methodological practices developed in schools, despite the limitations imposed by inadequate internet connectivity. In addition to this challenge, the incorporation of these technologies into educational settings has required changes in pedagogical practices, demanding that teachers continuously adapt their teaching approaches and adopt new ways of promoting learning. In this context, the present study aims to analyze how Digital Technologies (DTs) have been used as a possibility for the teaching and learning of Mathematics. To this end, a bibliographic research was conducted based on the analysis of nine scientific articles indexed in the SciELO database and published between 2018 and 2026. The studies were organized into three analytical categories: (i) Digital Technologies as mediators of mathematical knowledge construction; (ii) Digital Technologies as promoters of learning and inclusion; and (iii) teacher education and the pedagogical integration of Digital Technologies. The findings indicate that Digital Technologies should be understood within the mathematics teaching and learning process as mediating elements that emerge from the interaction between learners, teachers, and digital resources, rather than being viewed merely as technical tools.