A prática docente de matemática por intermédio de tecnologias: novas perspectiva no ensino de geometria nos anos finais do ensino fundamental

Abstract

Individuals in the modern world need to be prepared to deal with the challenges of knowledge and technological innovation, especially in the context that preceded and followed the health measures that made remote teaching mandatory in that educational period. Thus, student education should be aligned with the new pedagogical demands, incorporating technologies in the teaching of mathematics, especially geometry. This study aimed to investigate the use of technological resources to improve the teaching of geometry in the final years of elementary school in a public school in Balsas-MA, evaluating practical and efficient activities in the learning process through the incorporation of new educational technologies. To this end, a mixed methodology was used, combining quantitative and qualitative methods, applying questionnaires to students and interviews with mathematics teachers. The results showed that despite students' increasing access to electronic devices, the effective use of technologies in teaching geometry is still limited. Although teachers recognize the benefits of these tools, they still face challenges such as inadequate infrastructure, lack of specific training, and resistance to adopting new pedagogical practices. However, there is a significant demand from students to interact more with technologies in the school environment. It is expected that this study can contribute to teachers' reflection on the importance of including educational technologies in geometry teaching, promoting more dynamic and interactive methodologies.