EDUCATIONAL PLATFORMS AND THEIR USES IN MATHEMATICS: A SUGGESTION FOR INNOVATION IN TEACHING BY WORKING WITH RESEARCH IN THE CLASSROOM IN RIACHÃO DAS NEVES, BA

Abstract

This study proposes an innovation strategy for mathematics education in Riachão das Neves, Bahia, focusing on the use of pedagogical platforms and online games adapted to limited-resource contexts. The research will be conducted across two public schools: a state school with six 1st-year high school classes (240 students) and a municipal school with two 6th-grade and one 7th-grade elementary classes (approximately 120 students). Given the lack of laboratories and precarious internet connectivity, teachers currently utilize explanatory videos and mobile data to digitalize lessons. Selected accessible platforms include Khan Academy, Matific, Mangahigh, GeoGebra, and Academia Aberta da Matemática, alongside offline resources such as Teachers Pay Teachers activities. The theoretical framework is grounded in Johan Huizinga, who views play as a constitutive element of human culture; Roger Caillois, who distinguishes game types such as agon (competition) and ludus (structured rules); and Zoltan Dienes, who advocates for mathematics as an exploratory and playful process. The objectives include evaluating the impact of these resources on student motivation and performance, identifying viable adaptations for the local context, and proposing an implementation model. The methodology adopts a mixed-methods approach (quantitative and qualitative), involving pre- and post-tests, classroom observations, and interviews with teachers and students. The results are expected to demonstrate the feasibility of using these tools even under adverse conditions, contributing to overcoming structural challenges and improving mathematics education in the region.