USE OF GEOGEBRA AND ESCAPE ROOM: TOOLS THAT GUIDE EDUCATIONAL PROCESSES
High School, Digital Technologies, GeoGebra, Escape Room, Quadratic Function
The gap in mathematics knowledge among first-year high school students has been a recurring factor that compromises the development of essential competencies outlined in the National Common Curricular Base (BNCC) and assessed by large-scale exams such as PISA and ENEM. These assessments reveal that a significant portion of Brazilian students struggle to interpret, model, and solve problem-solving situations involving basic content, such as quadratic functions. Given this scenario, this dissertation proposes the development and implementation of an innovative educational product: a teaching sequence on quadratic functions, based on the escape room methodology and supported by digital technologies such as GeoGebra. The proposal aims to engage students through solving contextualized puzzles that require logical reasoning, interpretation, and the use of interactive digital resources. The sequence was designed for eight 50-minute classes, divided into four sessions, with a focus on promoting student empowerment, meaningful learning, and overcoming conceptual gaps.