Tecnologias digitais na educação e suas contribuições para a aprendizagem da matemática na educação básica: uma revisão bibliográfica

Abstract

Mathematics learning in Basic Education is marked by difficulties related to concept comprehension, problem interpretation, and low student motivation, factors that may compromise academic performance and interest in the subject. In this context, this study aimed to analyze the difficulties faced by students in learning Mathematics and to discuss the contributions of digital technologies to this process. To this end, a basic qualitative study with exploratory and descriptive objectives was conducted through bibliographic research. The literature search was carried out in Google Scholar and SciELO, considering publications in Portuguese and English, resulting in the selection of 14 scientific articles and one reference work after the application of the inclusion and exclusion criteria. The results showed that digital technologies have the potential to support Mathematics learning by expanding opportunities for visualization, interaction, experimentation, feedback, and student participation. Relevant results were also identified when these resources were associated with pedagogical strategies such as problem solving, challenge-based learning, and gamification, promoting aspects such as motivation, engagement, autonomy, and, in some studies, academic performance. It is concluded that digital technologies have greater educational potential when they are purposefully integrated into appropriate pedagogical strategies, taking into account learning objectives, the educational context, and teacher mediation.