Gomes, Apuena VieiraSantos, Ynessa Beatriz Dantas de Farias2021-06-162021-06-162020-12-09SANTOS, Ynessa Beatriz Dantas de Farias. A plataforma Khan Academy e suas contribuições para a aprendizagem de Matemática no Ensino Fundamental. 2020. 152f. Dissertação (Mestrado Profissional em Inovação em Tecnologias Educacionais) - Instituto Metrópole Digital, Universidade Federal do Rio Grande do Norte, Natal, 2020.https://repositorio.ufrn.br/handle/123456789/32730This dissertation presents the contributions of the mathematics content available on the Khan Academy platform as a pedagogical complementation tool for Elementary Education students. A specific context had motivated this study, which is the performance of Brazilian students in mathematics. In the Programme for International Student Assessment (Pisa in Portuguese), in which eighty countries take part, Brazil occupies one of the last ten positions in mathematics literacy. The last published results for IDEB (Basic Education Development Index), indicated that only 15% of students in the 9th grade of Middle School were considered proficient in mathematics. Given this scenario, added to the demand for the use of digital technologies in the teaching and learning processes, the contributions of Khan Academy's mathematics content as a pedagogical complementation tool for Elementary Education students were investigated. In order to reach that, the following specific objectives were outlined: the planning and development of instructional material about the use of the platform; the monitoring of the participants' accesses and the results obtained by the students in the mathematics test applied at the end of the experience. The theoretical framework brings the concept of learning objects; the use of digital technologies for education and some of the contributions to the teaching-learning processes of mathematics. In addition, two systematic reviews were made: one on the use of Khan Academy in teaching and learning of mathematics and the other on the context surrounding school retention. The study fits into the exploratory research methodology in a qualitative approach, with practices outlined within the principles of action research. The participants were students of the 9th grade of Elementary School (in the brazilian category) from a public institution in Parnamirim/RN, as well as their mathematics teacher. All actions involving the participants were carried out remotely. The data were extracted mainly from the access information generated by the platform, in addition to the interactions of the students in the virtual group exclusively for the participants, as well as their results in the mathematics test. Positive feedback was identified in the use of the platform as support for regular education, highlighting the bank of exercises, from which students were able to answer, on average, four hundred questions, in an interval of five weeks, in addition to having presented progress in their mathematical knowledge. There was no evidence that the use of the platform replaces the experience of regular classes, nor the role of the teacher. On the other hand, the students' positive performance is related to the monitoring and motivation actions carried out by the researcher while accompanying them. As products, this study generated an open portfolio, in which there are instructional audiovisual materials about the use of Khan Academy and a guide to demonstrate how the researcher analyzed and crossed the data provided by the tool. It is hoped that the results of this study will inspire pedagogical practices enriched by the use of digital technologies, especially in public schools, and that this will contribute to the teaching of mathematics to achieve the projected results, in order to guarantee the students the necessary knowledge for the full exercise of their citizenship.Acesso AbertoMatemáticaKhan AcademyEnsino FundamentalAnos finaismasterThesis