Atividades didáticas com o uso do GeoGebra no ensino de matemática: uma análise a partir dos critérios de adequação didática

Resumo

This study analyzes mathematical activities that incorporate the use of GeoGebra, based on the Didactical Suitability Criteria (DSC). GeoGebra, as an educational software with highly relevant visual components, plays a key role in bridging the gap between abstract mathematical concepts and their practical applications. As mathematics educators, we advocate for its use, which motivated us to examine activities that integrate this tool. Accordingly, the research question guiding this investigation is: How do didactic activities involving GeoGebra, developed in the context of master’s or doctoral programs in Mathematics Education at the Federal University of Rio Grande do Norte (UFRN), address—implicitly or explicitly—the Didactical Suitability Criteria? To answer this question, the general objective is to analyze mathematics teaching activities developed by graduates of the Graduate Program in Science and Mathematics Teaching (PPGECNM) and the Graduate Program in Science and Mathematics Education (PPGECM) at UFRN, which make use of GeoGebra in their instructional design. As a result of the research, a video with tips aimed at mathematics teachers was developed and validated by the qualification committee and by basic education teachers, presenting didactical activities that involve the use of GeoGebra aimed at in-service mathematics teachers. These activities, made available in UFRN’s institutional repository and analyzed in this study, are intended to be disseminated in order to broaden access and contribute to teaching practice. This is a qualitative study, grounded in a Systematic Review as its methodological approach. Data collection involved a discussion group composed of subjectmatter specialists. The selected activities were analyzed using the Didactical Suitability Criteria (DSC), a relevant tool for the planning, evaluation, and redesign of mathematics teaching and learning processes. The results suggest that, while many of the analyzed activities are well aligned with the DSC framework, further adjustments are still needed to ensure their full adequacy across diverse educational contexts. The study concludes that the use of GeoGebra in mathematics education holds great potential, but requires continuous refinement and adaptation to enhance its applicability and effectiveness.

Dados da obra

Tipo

Dissertação (mestrado)

Instituição

UFRN

Programa

PROGRAMA DE PÓS-GRADUAÇÃO EM ENSINO DE CIÊNCIAS NATURAIS E MATEMÁTICA

Ano

2025

Defesa

15/08/2025

Idioma

pt

Palavras-chave

CIENCIAS EXATAS E DA TERRA::MATEMATICA; GeoGebra no ensino de matemática; Vídeo educacional; Atividades de matemática; Critérios de adequação didática

Temas

Práticas Pedagógicas, Tecnologias Digitais

Handle

https://repositorio.ufrn.br/handle/123456789/65719

Acesso

Texto completo na fonte

Fontes

BDTD/IBICT

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026