Usabilidade pedagógica da plataforma Khan Academy no ensino de matemática: uma avaliação heurística e percepções de professores do ensino médio

Resumo

The increasing integration of digital technologies into the educational context has required new ways to plan, mediate, and assess teaching and learning processes, especially in the teaching of Mathematics at the high school level. In this context, digital platforms such as Khan Academy emerge as didactic-technological resources with the potential to foster meaningful learning and promote educational inclusion. However, the effectiveness of their pedagogical application depends, among other factors, on the usability of the tool from the perspective of the teachers who use it. This research was guided by the following question: What are high school teachers’ conceptions regarding the pedagogical usability of the Khan Academy platform in Mathematics teaching, based on the principles of Heuristic Evaluation? As a study proposal, the objective was to analyze the pedagogical usability of the Khan Academy platform in high school Mathematics education, considering the perceptions of in-service teachers and the principles of Heuristic Evaluation. Pedagogical usability was understood as a structuring factor for the effective use of educational technologies, being essential for these tools to align with teaching objectives and contribute to the construction of more accessible, personalized, and contextualized learning experiences. To achieve this goal, the study adopted an applied research approach, in the form of a qualitative and exploratory case study, focusing on the application of Heuristic Evaluation adapted to the educational context. The collection and systematization of data were conducted through the evaluation of the Khan Academy platform, using as the main reference the methodological procedures for heuristic evaluation described by Santa Rosa, J. G. e Santa Rosa, C. de O. (2020). This methodology made it possible to highlight emerging pedagogical patterns and identify limitations in the use of the platform within the investigated educational context. The results of this investigation provide theoretical and practical support for improving the pedagogical use of Khan Academy in the local setting, contributing to the formulation of more effective teaching strategies and to the strengthening of teacher practice in the critical and reflective use of technologies. Thus, the results of this study have the potential to contribute, within the scope of the research conducted, to reflections on technological integration in high school education, fostering the development of more innovative, inclusive, and coherent pedagogical practices in line with contemporary educational demands.

Dados da obra

Tipo

Dissertação (mestrado)

Instituição

UFRN

Programa

PROGRAMA DE PÓS-GRADUAÇÃO EM INOVAÇÃO EM TECNOLOGIAS EDUCACIONAIS

Ano

2025

Defesa

24/06/2025

Idioma

pt

Palavras-chave

CIENCIAS HUMANAS::EDUCACAO; Khan Academy; Avaliação heurística; Usabilidade pedagógica; Ensino de matemática

Temas

Avaliação, Inclusão, Tecnologias Digitais

Handle

https://repositorio.ufrn.br/handle/123456789/66674

Acesso

Texto completo na fonte

Fontes

BDTD/IBICT

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026