Technological innovations in mathematics learning in basic education: a systematic review
DOI:
https://doi.org/10.5281/zenodo.14271210Keywords:
educational technology, mathematics teaching, educational resourcesAbstract
This study on technological innovations in mathematics learning aims to analyze and synthesize the most recent scientific evidence on technological innovations in learning platforms used for teaching mathematics in basic education. As a method, databases such as Scopus, WoS and ERIC were used, following the PRISMA guidelines. The inclusion criteria included original articles published between 2020 and 2024, focused on technology applied to children under 13 years of age. Keywords and Boolean operators were used in the search, as well as various filters such as language, subareas and open access articles. The results suggest a positive impact of digital technologies on learning and motivation, especially in arithmetic and geometry, evidencing preferences for mobile devices and specific educational applications. As a main conclusion, the studies highlight the potential of technology, especially mobile devices and applications, to transform the teaching of mathematics in basic education. Their easy access and handling make them ideal tools to promote student learning, mainly in distance education, where student autonomy is fundamental. It is relevant to integrate these technologies strategically into the mathematics curriculum, not only as a response to the current needs of remote education, but also as a means to enhance long-term independent learning skills.
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