Como estão sendo avaliados os softwares educativos para o ensino da matemática: uma revisão sistemática da literatura

Abstract

The use of Educational Software (SEs) has been growing considerably each year. With the evolution of programming languages and hardware, we have built robust and increasingly sophisticated systems with numerous resources that can be used at different times by the teacher in the classroom or in other environments chosen by him to foster learning from the students. One of the difficulties that arises with the use of softwares in teaching and learning is how to evaluate if the student is learning in a satisfactory way due to the use of Educational Software. In other words, it is questioned whether the Educational Software used has improved students' learning or is just another tool with no additional value. At the same time, the need for a more rigid evaluation of Educational Software is perceived in order to support the teacher in his choice and application in his classes. In order to develop quality educational software for education, it is necessary to know both the technical aspects of software and the pedagogical aspects involved in the teaching and learning of the students and to make an assessment if it achieves its objectives, which must be to transmit or facilitate the acquisition of knowledge by the end user, who is the student. Thinking about this, this work seeks to investigate how the Educational Software for the teaching of mathematics is being evaluated and what criteria are being used in the development or validation phase. This process occurred through a systematic review of the literature. A set of 100 works were identified that after the restriction of the editions from 2014 to 2017 and successive filtrations were reduced to 13 final works, used for the extraction of information. As a result, we have identified the technical and pedagogical aspects used in educational software currently and as they are being evaluated, the methods or techniques used to evaluate the efficacy of SE in the teaching / learning of mathematics and the theories of learning involved. The results of this work show that Educational Software is still being evaluated incompletely. Few educational softwares maintain a balance between technical and pedagogical aspects, more rigorously assessing the effectiveness of SE in the learning of the students and producing adequate documentation that supports the teacher in the planning of the classes using the SEs.