Jeann Klécyo Araújo da Silva Bezerra
Teaching mathematical functions remains one of the main challenges in Basic Education due to the high level of abstraction required from students and the predominance of traditional instructional approaches. In this context, Digital Information and Communication Technologies (DICT) expand the possibilities for pedagogical innovation, with GeoGebra standing out as a technological resource capable of enhancing visualization, experimentation, and mathematical knowledge construction. This article aims to analyze the contributions of GeoGebra to the teaching and learning process of mathematical functions in a ninth-grade class at Santa Ângela Municipal School, located in João Pessoa, Paraíba, Brazil. The study is characterized as an applied case study using qualitative and quantitative approaches developed through field research. Data were collected through questionnaires, classroom observations, and the implementation of an instructional sequence mediated by GeoGebra. The findings demonstrated that the use of the software improved students' understanding of function concepts, enhanced their ability to interpret graphical and algebraic representations, increased classroom participation, and promoted more meaningful learning. It is concluded that GeoGebra represents an important pedagogical tool for teaching mathematical functions by supporting active learning methodologies and contributing to the improvement of mathematics teaching and learning in Elementary Education.