A utilização de softwares educacionais como ferramentas para a aprendizagem significativa da geometria: critérios de avaliação e exemplos de aplicação

Abstract

Technology advances, exponentially, in all sectors of daily life, from a physical point of view, through a multitude of devices or devices, such as cell phones, smartphones, tablets, personal computers, among others, and, from the point of view logical, it advances, through countless systems and software or applications and, in this scenario, the educational area is inserted. This work is justified, because it is important that Education professionals, when adopting digital educational resources in the school environment, attest their qualities and potentialities in a judicious way. The objective of this study was to examine whether the use of educational software in a school environment has an effective potential to contribute to the significant learning of Mathematics, especially in this scope, of Geometry. For this purpose, the methodology used in this work was based on bibliographic research through consultation of the database, mainly from the CAPES Journal Portal, SCIELO journals, Google Scholar, the websites of several Brazilian Universities, such as such as UFGRS, USP, UFSC, PUCRS, among others, the websites of Government Departments, the MEC portal and renowned institutions on the national scene, and, in addition, we sought to carry out, in the collected material, the recognition reading, exploratory, selective as well as reflective to achieve a better understanding of the theme. Thus, the conceptualization and description of educational software and its main modalities was developed, it was explained about various software evaluation criteria that, in turn, occur through methods, techniques and instruments, each one with its specificities, that is, because, it is necessary to investigate the quality of educational products that will be part of the school environment and routine, we sought possibilities for the application of digital educational resources as well as, in order to show how and where to find these resources, digital repositories were listed educational resources with justified credibility and, in addition, mathematical software was mentioned, with proven insertion in the educational scenario and with numerous potentialitiesfor use or application. In the end, it was understood that the use of educational software, in the school environment, as tools to support meaningful learning in Mathematics, especially in Geometry, is a viable, possible and promising path, as it invokes the active protagonism of the teaching.