Mathematics Teaching–Learning Process: Teaching Knowledge and Pedagogical and Technological Strategies

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Abstract In this article, we present findings from a study whose objective was to analyze academic production regarding how Mathematics teaching–learning processes have been practiced in the school context, taking into account teaching knowledge and pedagogical and technological strategies. The research adopted a qualitative approach and used a Systematic Literature Review as the data collection procedure, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The search for related studies was conducted in three databases: the CAPES Journals Portal, the Educational Resources Information Center (ERIC), and an international mathematics journal, the Journal of Mathematics Teacher Education. Content analysis was used for data analysis. The search resulted in seventeen selected articles published between 2011 and 2021, classified into six categories: pedagogical strategies for student motivation and learning stimulation; teacher reflection, experiences, and practices aimed at changing educational practice; technologies applied in pedagogical practice; inclusive and collaborative practices; multiple representations of mathematical problems; and active methodologies. We conclude that alignment among pedagogical strategies, technological strategies, and teaching practice is necessary, implying a training process that prepares teachers to use these strategies. Such alignment helps avoid ineffective teaching methods, high dropout rates, and student disinterest, fostering student engagement and understanding of the living nature of mathematics, with autonomy, belonging, and participation.

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