MATHEMATICAL SOFTWARE IN MATHEMATICS EDUCATION: AN ANALYSIS OF POTENTIAL AND LIMITATIONS

Abstract

This study aims to analyze the potential and limitations of the mathematical software GeoGebra, Desmos, and Wolfram Alpha in the teaching and learning of Mathematics, considering their possibilities for application in different educational contexts. The research is characterized as qualitative, exploratory, and bibliographic, drawing on studies that discuss the use of digital technologies in Mathematics education and the pedagogical features of the selected tools. The analysis considers aspects related to software functionalities, accessibility, opportunities for visualizing and exploring mathematical concepts, and their contributions to student participation and autonomy. Challenges associated with integrating these resources into pedagogical practices are also discussed, including technological infrastructure in educational institutions, access to devices and the internet, teacher education, and the need for students to possess prior mathematical knowledge. The results indicate that GeoGebra, Desmos, and Wolfram Alpha offer different possibilities for Mathematics teaching and may foster the visualization, investigation, and understanding of mathematical concepts. However, their educational potential depends not only on their technological features but also on pedagogical planning and intentional teaching practices. It is concluded that these software tools can serve as valuable resources for Mathematics teaching and learning, provided that their use is aligned with educational objectives and with the specific conditions of the contexts in which they are implemented.