GeoGebra no Ensino de Matemática: Um mapeamento a partir dos anais do Encontro Nacional de Educação Matemática (ENEM)

Abstract

This study aims to analyze the papers presented at the last two editions of the National Meeting on Mathematics Education (ENEM) that addressed the use of GeoGebra in the teaching and learning of Mathematics. Through a bibliographic mapping of a qualitative nature, the focus was on the papers presented at the 2019 (XIII ENEM) and 2022 (XIV ENEM) editions that used GeoGebra as an educational tool. The study analyzed a total of 112 papers, with 70 from the XIII ENEM and 42 from the XIV ENEM. The methodology involved collecting data from the event‟s proceedings, based on the descriptor “GeoGebra” in the titles or abstracts of the articles. The results indicate that the use of GeoGebra has significantly contributed to the modernization of teaching, student motivation, and improved understanding of mathematical content. The software has made it easier to visualize and explore abstract concepts, promoting more dynamic and collaborative pedagogical practices. However, challenges such as lack of adequate infrastructure and insufficient teacher training still limit the effective implementation of GeoGebra in schools. This study highlights the importance of public policies that promote the integration of Information and Communication Technologies (ICT) into the educational process. It also emphasizes the need for teacher training and investment in technical resources in schools to maximize the benefits of this educational tool.