Letramento digital e tabuada: uma proposta pedagógica de integração de tecnologias interativas para ressignificação do aprendizado matemático nos anos iniciais do Ensino Fundamental

Kauani Beatriz de Abreu dos Santos; Mariana Hochmann  Narciso; Fabiana Mara Rubini; Diego Ricardo Krohl

doi:10.47236/2594-7036.2026.v10.1901

Authors

Kauani Beatriz de Abreu dos Santos João Roberto Moreira Municipal School https://orcid.org/0009-0003-1490-2697
Mariana Hochmann Narciso José Celestino do Nascimento Elementary School https://orcid.org/0000-0002-1197-1051
Fabiana Mara Rubini Federal Institute of Santa Catarina https://orcid.org/0009-0003-8599-2925
Diego Ricardo Krohl Federal Institute Catarinense https://orcid.org/0000-0002-0336-2889

DOI:

https://doi.org/10.47236/2594-7036.2026.v10.1901

Keywords:

Digital literacy, Early years, Educational technologies, Mathematics teaching, Multiplication tables

Abstract

This study presents a pedagogical proposal that articulates digital literacy with the teaching of multiplication in the early years of Elementary School. The central objective is to re-signify mathematics learning through the integration of interactive digital technologies. The methodology is characterized as qualitative bibliographic research, which includes the development of an applied, propositional model without immediate empirical validation. A detailed didactic sequence composed of five lessons was developed, integrating interactive digital resources—such as the "Tabuada Divertida Infantil" (Fun Children's Times Table) application and the "Wordwall" online platform—with concrete activities. This aims to promote the conceptual understanding of multiplication, moving beyond mere mechanical memorization. The proposal recognizes mathematics as a human cultural construct and social practice, and conceives digital literacy as a set of literacies interacting through digital devices. The main contribution is a structured and replicable model of technological integration with the potential to simultaneously develop students' mathematical competencies and critical digital literacy skills, thereby preparing them for active participation in a progressively digitized society. Structural limitations related to unequal access to technology in Brazilian public schools are recognized, demanding contextualized adaptations for effective implementation.

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Author Biographies

Kauani Beatriz de Abreu dos Santos, João Roberto Moreira Municipal School

Graduated in Education from the University of Northern Paraná. Elementary school teacher in the early years at the João Roberto Moreira Municipal School, part of the São Domingos municipal school system. São Domingos, Santa Catarina, Brazil. Email address: kauaneabreudossantos@gmail.com. Orcid: https://orcid.org/0009-0003-1490-2697. Lattes Curriculum: https://lattes.cnpq.br/3900467058806633.

Mariana Hochmann Narciso, José Celestino do Nascimento Elementary School

Master's degree in Mathematics Education from the State University of Paraná. Technical Teaching Assistant at the José Celestino do Nascimento Elementary School, part of the Santa Catarina State Education Network. Xanxerê, Santa Catarina, Brazil. Email address: mari_hn10@live.com. Orcid: https://orcid.org/0000-0002-8366-18. Lattes Curriculum: http://lattes.cnpq.br/0683028068303595.

Fabiana Mara Rubini, Federal Institute of Santa Catarina

Master's degree in Education from Alto Vale do Rio do Peixe University. Professor of Computer Science in Basic, Technical, and Technological Education at the Caçador Campus of the Federal Institute of Santa Catarina. Caçador, Santa Catarina, Brazil. Email address: fabiana.rubini@ifsc.edu.br. Orcid: https://orcid.org/0009-0003-8599-2925. Lattes Curriculum: http://lattes.cnpq.br/4180317615754888.

Diego Ricardo Krohl, Federal Institute Catarinense

PhD in Science and Technology Education from the Federal University of Santa Catarina. Professor of Programming Logic and Computational Thinking in Basic, Technical, and Technological Education at the Videira Campus of the Federal Institute Catarinense. Videira, Santa Catarina, Brazil. Email address: diego.krohl@ifc.edu.br. Orcid: https://orcid.org/0000-0002-0336-2889. Lattes Curriculum: http://lattes.cnpq.br/8898838287979619.

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