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The aim of this article is to present and analyze the trends in digital technologies in Mathematics teaching, pointed out in the XVIII, XIX, XX and XXI editions of the Brazilian Meeting of Graduate Students in Mathematics Education. As a methodological procedure, we use the state of the art and meta-analysis of 141 papers, among abstracts and complete articles, which were published in the annals of the years 2014 to 2017. Results indicate that the master's research predominates, involving mainly students of basic education. Still, in the years 2014 and 2015, the digital technology theme is a research trend. In the year 2016, the highlight was for GeoGebra, followed by the digital technologies theme and the use of videos. Finally, in 2017, GeoGebra remains in the highlight, followed by the use of videos. [ABSTRACT FROM AUTHOR]

This paper is part of the process of research that the authors are making to better understand the motives s and possible methodological alternatives and teaching strategies that can be used in teaching and learning of Mathematics in Primary Education. The latest indices and sampling presented by government agencies have shown that mathematics related the results have not been very encouraging and that urgent actions need to be taken to reverse this scenario. From the term context, the authors begin the search process demystifying the term and its use. Present theoretical contributions, nurture moments of reflection to better understand the problem and offer methodological alternatives and didactic-pedagogical strategies that can be used in mathematics in compliance the request of students and in keeping with TDIC -Communication and Information Digital Technologies already present in everyday classrooms and mostly out of it. To contextualize this application and give greater significance, exemplifying through Digital Object Learning and suggest possibilities of use. [ABSTRACT FROM AUTHOR]