ORIENTATION GUIDE FOR TEACHING THE AREA OF PLANE FIGURES WITH RED RESOLVEX IN THE TPACK FRAMEWORK

Abstract

This article presents an educational product resulting from master's research conducted at a Brazilian public university. The aim was to investigate how the TPACK (Technological Pedagogical Content Knowledge) framework mobilizes mathematics teachers' knowledge for lesson planning on the calculation of the area of plane figures using the Digital Educational Resource (DER) ResolVex. The methodological approach is qualitative and descriptive, developed through continuing education with teachers from a municipal school network in Carpina, Pernambuco, Brazil. Data were collected through two questionnaires — teacher profile and TPACK diagnosis — and through lesson plans developed by participants. Content analysis, guided by Bardin (2016), revealed that all teachers mobilized the three TPACK domains (CK, PK, and TK) during planning, albeit at different levels of integration. As a research product, a didactic-pedagogical Orientation Guide was developed for mathematics teachers interested in incorporating ResolVex into their practices, offering a model lesson plan and guidelines grounded in the TPACK framework. Results indicate that continuing education constitutes a privileged space for developing teachers' technological knowledge, and that interactive digital resources, when intentionally integrated, contribute to meaningful learning in Geometry.