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

Marques, Ana Paula Ambrósio Zanelato; Oliveira, Raquel Gomes; Lima, Carmem Silvia de Souza; Schlünzen, Elisa Tomoe Moriya; Schlünzen Junior, Klaus

doi:10.1590/1980-4415v40a250185

person Ana Paula Ambrósio Zanelato Marques

All authors contributed substantially to the conception and planning of the study · to the acquisition, analysis, and interpretation of the data · to the writing and critical revision · and approved the final version to be published PhD in Education from the School of Science and Technology, São Paulo State University (UNESP), Presidente Prudente Campus, Brazil.

school Professor at Antônio Eufrásio de Toledo University Center of Presidente Prudente, Brazil. E-mail: anapaulazanelato@gmail.com.

0000-0003-0838-2210

person Raquel Gomes Oliveira

All authors contributed substantially to the conception and planning of the study · to the acquisition, analysis, and interpretation of the data · to the writing and critical revision · and approved the final version to be published PhD in Education from the University of São Paulo (USP), Brazil.

school Professor in the Graduate Program in Education at the School of Science and Technology, São Paulo State University (UNESP), Presidente Prudente Campus, Brazil. E-mail: raquel.g.oliveira@unesp.br.

0000-0002-0217-2629

person Carmem Silvia de Souza Lima

All authors contributed substantially to the conception and planning of the study · to the acquisition, analysis, and interpretation of the data · to the writing and critical revision · and approved the final version to be published PhD in Education from the School of Science and Technology, São Paulo State University (UNESP), Presidente Prudente Campus, Brazil.

school Professor at the University of Western São Paulo (Unoeste) and in the Professional Master’s Program in Inclusive Education at São Paulo State University (UNESP), Presidente Prudente Campus, Brazil. E-mail: carmem.fluminhan@unesp.br.

0000-0002-0342-2474

person Elisa Tomoe Moriya Schlünzen

All authors contributed substantially to the conception and planning of the study · to the acquisition, analysis, and interpretation of the data · to the writing and critical revision · and approved the final version to be published PhD in Education from the Pontifical Catholic University of São Paulo, Brazil.

school Habilitated Professor (Livre-Docente) in Teacher Education for a Digital and Inclusive School at UNESP, and Professor in the Graduate Program in Education at the University of Western São Paulo (Unoeste) and in the Professional Master’s Program in Inclusive Education at São Paulo State University (UNESP), Presidente Prudente Campus, Brazil. E-mail: elisa.tomoe@unesp.br.

0000-0003-1138-8541

person Klaus Schlünzen Junior

All authors contributed substantially to the conception and planning of the study · to the acquisition, analysis, and interpretation of the data · to the writing and critical revision · and approved the final version to be published PhD in Electrical Engineering from the University of Campinas (UNICAMP), Brazil.

school Habilitated Professor (Livre-Docente) in Informatics and Education at UNESP, and Professor in the Graduate Program in Education and in the Professional Master’s Program in Inclusive Education at the School of Science and Technology, São Paulo State University (UNESP), Presidente Prudente Campus, Brazil. E-mail: klaus.junior@unesp.br.

0000-0002-5623-6093

Editor-in-Chief:

Prof. Dr. Roger Miarka

Associate Editor:

Prof. Dr. Ana Paula dos Santos Malheiros

Professor at Antônio Eufrásio de Toledo University Center of Presidente Prudente, Brazil. E-mail: anapaulazanelato@gmail.com.

Professor in the Graduate Program in Education at the School of Science and Technology, São Paulo State University (UNESP), Presidente Prudente Campus, Brazil. E-mail: raquel.g.oliveira@unesp.br.

Professor at the University of Western São Paulo (Unoeste) and in the Professional Master’s Program in Inclusive Education at São Paulo State University (UNESP), Presidente Prudente Campus, Brazil. E-mail: carmem.fluminhan@unesp.br.

Habilitated Professor (Livre-Docente) in Teacher Education for a Digital and Inclusive School at UNESP, and Professor in the Graduate Program in Education at the University of Western São Paulo (Unoeste) and in the Professional Master’s Program in Inclusive Education at São Paulo State University (UNESP), Presidente Prudente Campus, Brazil. E-mail: elisa.tomoe@unesp.br.

Habilitated Professor (Livre-Docente) in Informatics and Education at UNESP, and Professor in the Graduate Program in Education and in the Professional Master’s Program in Inclusive Education at the School of Science and Technology, São Paulo State University (UNESP), Presidente Prudente Campus, Brazil. E-mail: klaus.junior@unesp.br.

	Study Title	Score
Item	Quality Criterion	Yes (S) (2,0)	Partial (P) (1,0)	No (N) (0,0)
CQ1	Were the fundamental elements defined?
CQ2	Was the study proposal presented clearly and objectively?
CQ3	Were the methods well described and clearly presented?
CQ4	Were the results well described and clearly presented?
CQ5	Were the results validated?

Items	Specification
Keywords	Portuguese	(estratégia pedagógica OR estratégia tecnológica) AND ensino AND aprendizagem AND matemática AND professor
Keywords	English	(pedagogical strategy OR technology strategy) AND teaching AND learning AND mathematics AND teacher
Boolean operators	AND; OR
Definition of search sources	defined based on a preliminary search indicating that the adopted bases index nationally and internationally referenced works.
Type	Full articles, theses, and dissertations / Journal articles.
Language	Spanish, English, and Portuguese.
Selection criteria	Studies that include: (1) Mathematics/Education area; (2) publication between 2011 and 2021; (3) language in English, Spanish, or Portuguese; (4) answers to the research questions; (5) pedagogical or technological strategies for Mathematics teaching–learning; and (6) free access.
Quality criteria	Studies scoring less than 5.0 points will be discarded (Table 1).
Selection of primary studies	Studies selected based on title analysis, followed by abstracts.
Information extraction	Full-text reading; application of quality criteria; and extraction of data from primary studies.
Summarization of results	Categorization of elements, grouping of studies, and categorization of fundamental elements present in the studies.

Reference	Author/Year	Title
E01	(Parellada; Rufini, 2013)	O uso do computador como estratégia educacional: relações com a motivação e aprendizado de alunos do ensino fundamental
E02	(Gomes; Manrique, 2015)	A musicalização (ritmo-som-corporeidade) como intervenção neurocognitiva de habilidades matemáticas.
E03	(Santos et al., 2019)	Educação Matemática: a articulação de concepções e práticas inclusivas e colaborativas.
E04	(Freitas; Xavier, 2019)	Práticas pedagógicas em matemática na EJA e a permanência de estudantes em uma escola da zona rural do Ceará.
E05	(Espinosa; Berrío; González, 2016)	Prácticas pedagógicas matemáticas de profesores de una institución educativa de enseñanza básica y media.
E06	(Meneghelli; Possamai, 2018)	Resolução de Problemas e o software GeoGebra: um caminho para a compreensão das funções seno e cosseno.
E07	(Henrique; Bairral, 2019)	Retas que se cortam e dedos que se movem com dispositivos de geometria dinâmica.
E08	(Silva; Morais, 2011)	Desenvolvimento de jogos educacionais no apoio do processo de ensino-aprendizagem no ensino fundamental.
E09	(Alsina; Mulá, 2019)	Advancing towards a Transformational Professional Competence Model through Reflective Learning and Sustainability: the case of mathematics teacher education.
E10	(Barber, 2018)	Developing teachers’ mathematical-task knowledge and practice through lesson study.
E11	(Hossein-Mohand et al., 2021)	Analysis of the Use and Integration of the Flipped Learning Model, Project-Based Learning, and Gamification Methodologies by Secondary School Mathematics Teacher.
E12	(Heemskerk; Kuiper; Meijer, 2014)	Interactive whiteboard and virtual learning environment combined: effects on mathematics education.
E13	(Light; Pierson, 2014)	Increasing student engagement in math: The use of Khan Academy in Chilean classrooms.
E14	(Satsangi et al., 2021)	Studying the Impact of Video Modeling for Algebra Instruction for Students With Learning Disabilities.
E15	(Nurwulandari; Rofiq, 2021)	Developing HOTS-based Model to Improve Mathematical Problem Solving Skill of Elementary School Teacher Education (PGSD) Students.
E16	(Yorde; Mccollum, 2018)	A Workable Problem: constructing a 3-d puzzle with young children with disabilities.
E17	(Stites; Brown, 2019)	Observing mathematical learning experiences in preschool.

Study(ies)	Recording Units	Code
E01	“Creation of a differentiated teaching and learning environment, in which students’ motivation could be verified, brought important educational implications.” (p. 749, our translation)	Motivation (79)
E02	“Pedagogical strategies used by educators are stimuli that reorganize the development of the nervous system, acting on neurobiological transformations that produce learning.” (p. 75, our translation)	Stimulus (7)
E04	“A mathematical pedagogical practice articulated and elaborated from a more dynamic perspective, in the sense of using playful and motivating activities, could influence the permanence of Youth and Adult Education students in school.” (p. 246, our translation)	Motivating practices for permanence (59)
E05	“Didactic resources help students’ attention and motivation, allowing them to relate mathematical knowledge to reality; seek workshops that exemplify environmental situations.” (p. 144, our translation)	Motivation (2)
E08	“Construction of one’s own knowledge, expanding concepts through an environment wrapped in motivating challenges, fun, joy, imagination, and satisfaction to find appropriate solutions to the problems that arise throughout the game.” (p. 163, our translation)	Motivation (10)
E12	“This study reports the effects of the combined use of an interactive whiteboard (IWB) and a virtual learning environment (VLE) on mathematics achievement and motivation.” (p. 465, our translation)	Motivation (52)
E15	“An increase in student motivation because HOTS assessment connects classroom subject matter with real-world contexts so that learning is more meaningful.” (p. 05, our translation)	Motivation (2) HOTS model (56)

Study(ies)	Recording Units	Code
E09	“Critical reflective learning must be a fundamental pillar to improve the professional development of preservice teachers in mathematics education.” (p.03, our translation) “It helps students clarify and challenge their prior knowledge, experiences, and systemic beliefs and transform them to include sustainability criteria.” (p. 03, our translation)	Reflective teaching (30) Experiences (50)
E10	“Teachers developed important insights and understandings of mathematical tasks, triggering changes in their thinking and changes in instruction.” (p. 136, our translation)	Changes in practice (26) Reflection (25) Experiences (50)

Study(ies)	Recording Units	Code
E06	“The insertion of technological resources into pedagogical practices, especially computers, has already provided considerable transformation in the teaching and learning process.” (p. 493, our translation)	Technology (27)
E07	“A classroom intervention that includes a Dynamic Geometry App with smartphones in the study of parallel lines cut by a transversal enables new ways to build, discover, and justify properties between angles and lines, either by manipulating a geometric construction or by rotating the device itself.” (p. 215, our translation)	Technology (14) Applications (15)
E08	“The games developed provide students with moments of meaningful learning, based on the construction of their own knowledge.” (p.163, our translation)	Games (58)
E13	“Researchers sought to understand how this technology fits into the complex realities of schools in a developing country.” (p. 113, our translation)	Technology (6) Khan Academy (176)
E14	“Video modeling provides a resource for supplemental instruction using age-appropriate technology to support student learning.” (p. 74, our translation)	Technology (6) Video modeling (49)

Study(ies)	Recording Units	Code
E03	“Thus, in order to consolidate inclusive education, an approach that considers the specificities of all students in the school environment is necessary.” (p. 257, our translation) “Collaborative teaching enables attitudinal changes, academic progress, and growth in social skills in students with disabilities” (p. 262, our translation)	Inclusive (59) Collaborative (13)
E06	“It was found that students began to develop a culture of collaborative work, since they discussed and exchanged ideas throughout the resolution process.” (p. 509, our translation)	Collaborative work (6)
E10	“Collaboration and reflection changed the selection, modification, and implementation of mathematical tasks.” (p. 136, our translation)	Collaboration (8) e Reflection (11)
E16	“Teachers clearly organized their teaching to respond to their perceptions of children’s different abilities and needs, modifying objectives, materials, and strategies.” (p. 15, our translation)	Inclusive practices (5) Disability (31)

Study(ies)	Recording Units	Code
E17	“Jacinda (the teacher) was observed using prediction, brainstorming, assessment, and problem solving in her mathematics teaching.” (p. 07, our translation) “The seven observed teachers regularly implemented a variety of strategies that engaged children in mathematics instruction. This was often done through the use of different strategies, where children could explore and interact with various materials.” (p. 18, our translation)	Multiple representations, Variety of strategies, materials, instruction formats (12)

Study(ies)	Recording Units	Code
E11	“Project-Based Learning promotes students’ active learning, strengthening the learning of educational competencies in a transversal and multidisciplinary way, and also integrates values such as cooperation, organization, and time management in a practical manner.” (p. 03, our translation) “Educational models such as Flipped Learning and active methodologies such as Project-Based Learning and Gamification have a relevant role in education.” (p. 01, our translation)	Project-Based Learning (27) Flipped Learning (35), Gamification (43) Active methodology (8)