Digital technologies in prescribed mathematics curricula in Brazil and Portugal

Abstract

This article presents a comparative analysis of recent prescribed curricula, regarding the use of digital technologies in mathematical learning in Brazil and Portugal. The final years of elementary school in Brazil were considered, corresponding in Portugal to the last year of the 2nd cycle and the entire 3rd cycle. The analysis was based on the CEDO's 2030 Mathematical Project reference framework. The trend evidenced in the comparison of the curricula of these countries refers to the emphasis on digital literacy, bringing perspectives for students to use interactive applications in processes involving exploration, communication and representation. There were hasty and reductionist emphases in the approach to computational thinking in the documents of both countries. Therefore, there is a need for reflection by those responsible for preparing curricula and new research for their insertion in future reforms of the Mathematics Programs of these countries.