Technological tools in teaching and learning in brazilian educational institutions
DOI:
https://doi.org/10.23925/2179-3565.2023v14i2p80-87Keywords:
Technological tools, Teaching and Learning, Brazilian EducationAbstract
This study aims to reflect on the technological tools that help teaching and learning published at the Brazilian Meeting of Graduate Students in Mathematics Education (EBRAPEM) between 2017 and 2019. Based on the inclusion criteria, 130 were found articles published at the Meeting, however, when analyzing the exclusion criteria, 29 studies remained to be analyzed. Among the results, it is informed that GeoGebra is the most present tool in the articles, having a great flexibility of use, as it serves age groups from Basic Education to Higher Education. The selected studies address with concern the social differences that impede access to learning tools in schools in all regions of Brazil and draw the attention of teachers who are already in the profession to the need to update and seek to know these technologies that are inevitable in today's world. Finally, the study reveals different acceptances of learning tools in Brazilian regions, with less evidence of use of the tools in the North and Northeast regions of Brazil.
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