Teaching in the digital age: challenges and potential of the pedagogical use of technologies in mathematics education

Abstract

This study aims to analyze how mathematics teachers understand and pedagogically use digital technologies, considering the importance and need for updating in the face of technological innovations. As an integral part of doctoral research, this article discusses information collected from a group of 10 mathematics teachers working in basic education. The research is qualitative in nature, using Discursive Textual Analysis as a method of information analysis. The results highlight the importance of the pedagogical use of digital technologies in mathematics teaching, as they expand learning possibilities, making classes more dynamic, interactive, and contextualized. The need for continuous teacher training is also emphasized, in order to improve their practices, keep up with technological innovations, and promote more meaningful teaching.