O uso da calculadora no ensino de progressões aritméticas: uma experiência com alunos da 2ª série do ensino médio

Abstract

This study aims to investigate how the calculator, as a pedagogical resource, can contribute to the development of mathematical reasoning in second-year high school students, focusing on the content of Arithmetic Progressions (A.P.). It is a qualitative field research conducted through the application of contextualized activities and interviews with students, in order to understand their perceptions regarding the use of the calculator in the classroom. The theoretical foundation encompassed studies on the use of technology in Mathematics education, official documents such as the Base Nacional Comum Curricular (BNCC), and the analysis of textbooks. The results indicate that, when used in a planned manner, the calculator can be an effective tool in the teaching-learning process, promoting mathematical investigation, student autonomy, and the development of logical reasoning. Most students reported that the calculator facilitated problem-solving and allowed them to focus more on interpretation and the development of strategies. It is concluded that the integration of technology—especially the calculator—should be encouraged in pedagogical practices, as long as it is accompanied by intentionality and didactic guidance.