O impacto das tecnologias digitais no processo de ensino e aprendizagem: um estudo sobre o uso de ferramentas digitais para ensinar matemática

Abstract

This study investigates the impact of digital technologies on the teaching and learning process of Mathematics, analyzing how the planned use of digital tools contributes to the development of mathematical knowledge and student engagement. It is a qualitative research of an exploratory and descriptive nature, conducted through a bibliographic review covering the period from 2021 to 2025. The theoretical framework is based on authors such as Borba and Penteado (2018), Kenski (2012), Moran (2015), and Mishra and Koehler (2006), as well as national curricular documents such as the Brazilian National Common Curricular Base (BNCC). The results indicate that digital technologies, when integrated with active methodologies and used with pedagogical intentionality, have real potential to transform the learning environment, making it more dynamic, investigative, and meaningful. Resources such as dynamic geometry software (GeoGebra), Virtual Learning Environments (VLE), and gamified platforms (Kahoot and Wordwall) were analyzed, all presenting positive results documented in recent studies. However, significant structural challenges remain, including limited technological infrastructure in public schools and gaps in initial and continuing teacher education. It is concluded that the impact of digital technologies in Mathematics education depends directly on teachers’ pedagogical approaches and on public policies that ensure equitable access to these resources.