THE USE OF DIGITAL TECHNOLOGIES IN TEACHING MATHEMATICS IN A PUBLIC SCHOOL IN CURRENTE – PI

Abstract

The present study seeks to analyze the impact of using digital technologies, especially educational software such as GeoGebra and Khan Academy, in the process of teaching and learning Mathematics in a public school in Corrente, Piauí. The integration of technological resources into the educational context has become an indispensable tool for enhancing learning and promoting student engagement, particularly in subjects that present higher levels of difficulty, such as Mathematics. The study is based on the assumption that the pedagogical use of technology can significantly contribute to the construction of mathematical knowledge, stimulating students’ autonomy, logical reasoning, and critical thinking. The objective is to investigate how the use of educational software influences the learning of mathematical content in lower secondary school classes in a public school in Corrente – PI. The methodology adopted is characterized as a mixed-method research approach, combining qualitative and quantitative elements. Initially, a bibliographic review was conducted, grounded in authors such as Moran (2018), Valente (2019), and Kenski (2020), who discuss the importance of technological mediation in education. Subsequently, a case study was developed in a public school in Corrente, involving two Mathematics teachers and forty students from the 8th and 9th grades of lower secondary education. Questionnaires were administered, and classroom observations were carried out over a two-month period, during which the GeoGebra software was used as the main tool for teaching geometry and functions. The results indicated that the use of digital technologies contributed to increased student interest, improved understanding of mathematical concepts, and promoted more meaningful learning. It was also observed that the use of educational software provided greater interaction between teachers and students, as well as encouraged collaborative work and student protagonism. However, the research identified limitations such as the lack of adequate infrastructure and the need for ongoing teacher training for the effective use of digital tools. It is concluded that digital technologies, when used in a planned and pedagogical manner, represent an important instrument for the teaching of Mathematics, especially in public schools. Their integration into the curriculum can help make classes more dynamic, interactive, and contextualized to students’ realities, thereby strengthening the teaching-learning process and bringing schools closer to contemporary digital culture.