Plataforma khan academy: Uma proposta para professores de matemática do Ensino Técnico Integrado ao Ensino Médio

Abstract

This dissertation aimed to create and apply a teaching sequence using the Khan Academy platform to mitigate the mathematics deficiencies of first-year students in Integrated Technical and High School programs. The study, of an applied nature with a qualitative and exploratory approach, stemmed from the observation that many students present considerable gaps in basic mathematics content. The research, conducted through a case study at the Federal Institute of Amapá – Macapá Campus, used a semi-structured online questionnaire applied to three mathematics teachers, and the data were analyzed using Bardin's content analysis technique. The results indicated that students face difficulties in topics such as fractions, radicals, powers, and number sets. Despite using conventional methods such as review and exercise lists, teachers demonstrated openness to more interactive methodologies and digital resources. Opinions on Khan Academy varied, reflecting the need for specific training for its effective integration into pedagogical planning. This study contributes to the improvement of mathematics teaching practices, highlighting the importance of coordinated actions between the school community and public policies. It concludes that the use of digital platforms, such as Khan Academy, can be an effective tool to address learning gaps, provided there is adequate technical, pedagogical, and institutional support.