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In this article, a systematic literature review is presented and the Active Methodologies (MAs) used by researchers in findings linked to studies in graduate programs are analyzed, with the aim of investigating the thematic characteristics of academic papers on MAs in mathematics teaching, in the period from 2016 to 2021. This is a study with a qualitative approach. The theoretical support to carry out the review was based on Ramos, Faria and Faria (2014). To facilitate understanding, the studies were delimited into three questions: Which active methodologies are subsidizing the research? In which graduate programs were the research developed? What are the conclusions of these studies? With the systematic literature review, 15 papers were identified, including theses and dissertations from the Brazilian Digital Library of Theses and Dissertations (BDTD), which discussed MAs in Mathematics Teaching. It was observed in most of these papers that Project-Based Learning (PBA) is one of the most used MAs in research and that one graduate program, in particular, stands out, for its important contributions to the quantity and quality of research for mathematics teaching. The results showed that MAs are effective in the teaching and learning process, by developing autonomy and encouraging greater student participation in mathematics classes. [ABSTRACT FROM AUTHOR]

The integration of digital games in teaching and learning processes has been assuming a relevant role in terms of contributions that offer. Considering the importance of these resources, this paper analyses the use of two digital games in mathematics classes with 5th grade students from an urban school and with 6th grade students from an indigenous school of the west region of Paraná state. The games were applied in both realities, thus requiring the creation of differentiated strategies to their use. Because of their playful and attractive form, it was verified that the educational digital games serve as stimulus to the students from different contexts and cultures, and as subsidies to improve the teaching and the learning of curricular contents. [ABSTRACT FROM AUTHOR]

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]