Práticas pedagógicas intencionais no ensino de matemática: análise crítica, pedagógica e tecnológica do LAVIMAT no ensino de matemática

Abstract

Teaching is inherently connected to understanding a variety of learning strategies that guide the construction of pedagogical practices to achieve learning objectives (Camargo & Daros, 2021). In this context, this research, through a case study of an educational product, seeks to answer the question: How can intentional pedagogical practices in mathematics teaching be implemented through digital resources using the LAVIMAT platform? The study aims to critically analyze the pedagogical and technological potential of the LAVIMAT platform in constructing intentional pedagogical practices in mathematics teaching. The specific objectives are to: (1) identify the pedagogical intentionality of three resources available on the platform; (2) critically analyze how LAVIMAT's resources can be intentionally used to foster the development of mathematical skills aligned with the competencies of the BNCC, based on technological and pedagogical criteria; and (3) propose enhancements that further explore the platform’s pedagogical and technological potential. Methodologically, the analysis was conducted using data collection instruments inspired by Bardin’s content analysis (2016) and Sommerville’s non-functional requirements (2011). The findings indicate that the proposed improvements contribute to enhancing the already existing pedagogical potential of the platform.