Análise da integração das tecnologias digitais de informação e comunicação na Educação Matemática dos anos iniciais do Ensino Fundamental

Abstract

This dissertation, conducted within the Graduate Program in Education at the Federal University of Uberlândia (PPGED/UFU), under the research line “Science and Mathematics Education,” examines the contributions and challenges of integrating Digital Information and Communication Technologies (DICT) into mathematics instruction for the early years of elementary school. This study explores how these technologies are addressed in Brazilian graduate research and within the researcher’s own pedagogical practice. The primary objective was to analyze these aspects through a Systematic Literature Review (SLR) from 2014 to 2024, integrated with a reflective analysis of the researcher's teaching trajectory. Methodologically this qualitative and interpretive study followed three stages: an SLR to map trends and research gaps; the development of autobiographical narratives; and the analytical integration of these data sources. The SLR results indicate that tools such as GeoGebra, Scratch, and digital games enhance student motivation and support the visualization of concepts in geometry and problem-solving. However, the analyzed literature reveals a lack of theoretical depth regarding the underlying learning processes. The autobiographical analysis corroborates these findings, highlighting that while the potential of digital technologies is recognized, significant barriers remain, including gaps in pre-service and in-service teacher education, infrastructure deficiencies, and teacher professional insecurity regarding technological mediation. The triangulation of data suggests that the effective integration of technology in mathematics education depends not only on resource access but, primarily, on an intentional pedagogical approach that positions the teacher as the central mediator. The study emphasizes the urgency of public policies for teacher education that foster a critical and meaningful appropriation of digital tools in schools.