A utilização de vídeos interativos no ensino de Matemática

Abstract

This dissertation conducted a qualitative investigation aimed at analyzing how Basic Education teachers use and evaluate the integration of interactive videos in Mathematics teaching activities. To achieve this, an action research was carried out, involving the delivery of an online course on creating interactive videos for Basic Education teachers. As the final project for the course, the teachers developed an interactive video with Mathematics content, implemented it with their students, and reported on their experiences. Data collection was conducted through the registration form, activities proposed during the course, researcher observations, and a course evaluation form. The empirical material was organized and analyzed using Bardin's Content Analysis, resulting in the following categories: Interactivity and Engagement, Review and Content Reinforcement, Practical Application and Contextualization, Monitoring, and Evaluation. The results highlight that interactive videos are promising tools that stimulate and facilitate learning. However, their use depends on factors such as the availability of technology, teacher training, and a specific teaching context. Transforming pedagogical practices is not an automatic process; it requires careful pedagogical support, meticulous planning, and alignment with students' demands and interests.