UM OLHAR SOBRE A TEORIA DA ATIVIDADE NO ENSINO E APRENDIZAGEM DE MATEMÁTICA COM A INCLUSÃO DE RECURSOS DIGITAIS

Abstract

The present study aimed to analyze how theses and dissertations investigations approach and/or analyze the teaching and learning processes of mathematics that use Activity Theory in training procedures that use digital resources as support. For this, eight works were analyzed that are allocated in the Stricto Sensu graduate programs in different regions of the country, specifically six dissertations and two theses. The methodology used was the systematic literature review - RBS, produced in the interval of five years, between 2016 to 2021, in two online platforms, one was the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel - Capes and the other from the Brazilian Digital Library of Theses and Dissertations – BDTD. Data analysis was divided into three moments: a) Identification; b) Strategies; c) Confluences. One of the most relevant results found reveals that Activity Theory enables the development of different types of training processes within the perspective of teaching and/or learning Mathematics as a way of strengthening relationships with instruments, methodologies, collective actions and training knowledge.