Abstract
This article presents an analysis of the research on the use of digital technologies in mathematics classes in Brazil. Our research was based on articles in BOLEMA that have addressed this issue over the past thirty years. Methodologically, we conducted an analysis of the texts seeking similarities between them, combining elements of literature review, state of the art, and meta-synthesis. We identified two types of relationships between theory and practice: the first one in which the authors started from some practical activities, ending with some theoretical results; and the second one in which the authors, based on research results, designed interventions in classroom or in other educational settings. The analysis suggests that, in the context of published articles about Digital Technologies, the research in mathematics education constantly contemplates theory and practice in a dynamic manner, avoiding the extremes of immediate pragmatism and pure theory.
Keywords:
State of the Art; Meta-Synthesis; Mathematics Education; Information and Communication Technologies