PEDAGOGICAL STRATEGIES FOR INTEGRATING TECHNOLOGIES INTO MATHEMATICS TEACHING

Abstract

This article aims to analyze pedagogical strategies mediated by digital technologies in mathematics teaching, with an emphasis on active methodologies and the role of the teacher as a mediator in the learning process. The research, qualitative in nature and bibliographical, is based on authors such as Valente, Papert, Kenski, Moran, and Bacich, as well as guidelines such as the National Common Curricular Base (BNCC). The results indicate that the use of digital resources, when combined with intentional pedagogical practices, contributes to the promotion of autonomy, logical reasoning, and problem-solving. Strategies such as the flipped classroom, hybrid learning, the use of digital games, and problem-based learning stand out. It is concluded that the integration of technologies into mathematics teaching requires ongoing teacher training, didactic planning, and critical mediation to ensure meaningful and inclusive learning.