Integrating Digital Technologies into Essential Geometry Learning

Abstract

This paper examines the integration of digital technologies in Geometry learning within the first cycle of basic education, based on the Essential Learning in Mathematics framework published by the Directorate-General for Education in Portugal. The primary objective was to identify which learning outcomes recommend the use of technology and which digital resources are most appropriate for each grade level. The adopted methodology was qualitative and descriptive in nature, focusing on document analysis of the curriculum guidelines for Grades 1 through 4. This was complemented by a theoretical framework that connects concepts such as constructivist pedagogy and models of technological integration. The findings reveal an increasing presence of technology in Grades 2 and 3, although it remains less prominent in Grades 1 and 4. Tools such as GeoGebra, Scratch Jr, educational robotics, digital maps, and mobile applications were found to be the most recommended for supporting the exploration of geometric concepts including spatial orientation, symmetry, perimeter, area, and transformations. It was observed that the appropriate use of these technologies can contribute to the development of students' logical reasoning, autonomy, creativity, and digital competencies. However, the effectiveness of this integration depends on factors such as equitable access to resources, continuous teacher training, and the pedagogical intentionality behind their implementation. The study concludes that technology, when integrated in a planned and reflective manner, serves as a powerful tool for promoting more meaningful, inclusive learning experiences that are aligned with the demands of the 21st century.