Digital Technologies And The Overcoming Of Difficulties In Mathematical Learning

Difficulties in mathematical learning remain a historical challenge in the context of Basic Education and are related to pedagogical, training, curricular, and sociocultural factors. This article discusses how digital technologies can contribute to overcoming these difficulties, based on a theoretical analysis grounded in recent studies in Mathematics Education. Initially, reflections are presented on the historical constitution of learning difficulties in Mathematics, highlighting school practices marked by technical centrality, conceptual fragmentation, and the distancing between school content and students’ social contexts. Subsequently, the pedagogical foundations that support proposals aimed at meaningful learning are discussed, with emphasis on the role of teacher mediation, formative assessment, and problem solving as structuring elements of teaching. Next, the potential of digital technologies as mediators of mathematical learning is analyzed, especially in contents that require visualization, interaction, and experimentation, such as Geometry. It is shown that the intentional use of these technologies favors the construction of meanings, broadens student participation, and enables more active and collaborative learning paths. It is concluded that overcoming difficulties in mathematical learning requires reflective pedagogical practices, continuous teacher education, and critical integration of digital technologies, understood as a constitutive part of teaching and learning processes.