Desafios e possibilidades da utilização de recursos tecnológicos nas aulas de matemática no ensino médio: sequência didática com o site pro matemática

Abstract

This study aims to present a website that compiles educational materials and makes available three pre-designed teaching sequences integrated with technological tools. These sequences, developed using the site’s resources, have been carefully planned and are available in this paper to support teachers in teaching mathematics at secondary school level. To achieve this, a bibliographic review was conducted, based on academic and pedagogical sources, with analysis of renowned authors such as Borba, Moran, and Vygotsky, who discuss the use of innovative resources in Mathematics education. The research employed a qualitative approach to explore the potential benefits of digital technologies, such as individualized learning, the creation of more engaging lessons, visualization of fundamental concepts, and encouraging student agency, with the teacher acting as a mediator and planner. Despite these opportunities, challenges remain, such as the need for integrated infrastructure in schools and the urgent necessity of ongoing teacher training. Additionally, careful planning of activities is essential to avoid distractions like social media and games, which can undermine student focus. This study’s findings suggest that digital technologies have significant potential to transform Mathematics teaching practices, exemplified by the creation of the Pro Matemática website, which provides educational materials and facilitates interactive teaching. Despite the challenges faced, the research demonstrated that integrating digital technologies can enrich Mathematics education, making it more dynamic and engaging. For the effective implementation of these technologies, it is essential to invest in adequate infrastructure and in teacher training, also meeting the demands of increasingly connected students.