2026-10-132026-10-132026-01-26BENTO, Jetro Ialen Moreira. A utilização da teoria TPACK no desenvolvimento de aplicativos para o ensino de funções afins. Orientadora: Ana Kely Martins da Silva; Cinthia Cunha Maradei Pereira. 2026. 214 f. Dissertação (Mestrado Profissional em Ensino de Matemática) - Centro de Ciências Sociais e Educação, Universidade do Estado do Pará, Belém, 2026.https://portaldaposgraduacao.uepa.br/handle/riuepa/350AbertoEnsino de matemáticaTPACKTRRSFunção afimAplicativo educacionalmathematics teachingaffinefunctioneducational applicationDissertaçãoCiências HumanasCiências Humanas::Educação::Ensino-Aprendizagem::Tecnologia EducacionalCiências Humanas::Educação::Ensino-Aprendizagem::Métodos e Técnicas de EnsinoThis dissertation analyzes the development of an educational application, called Conversor Afim, aimed at teaching the affine function, within the research line Methodology for the Teaching of Mathematics in Secondary Education, in accordance with curricular guidelines of the Brazilian National Common Core Curriculum. The study adopts Technological Pedagogical Content Knowledge as its central theoretical framework, understood as a basis for organizing instruction and for the intentional integration of digital technologies into mathematics teaching practices. The research addresses the problem of investigating how the teaching of the affine function in the Middle-North region of Brazil (states of Maranhão and Piauí) can guide, in light of this framework, the production of an educational application capable of addressing recurring difficulties related to this content. The general objective is to analyze how the teaching of the affine function in this region supports the development of the application, considering diagnostic data collected in the investigated context. Within this theoretical framework, the Theory of Semiotic Representation Registers contributes to deepening content knowledge, guiding pedagogical decisions, and grounding the use of digital technologies in the articulation of different representation registers. The methodology involves bibliographic and documentary review, the application of diagnostic questionnaires to teachers, development of the application in the App Inventor environment, and validation of the educational product with teachers and undergraduate mathematics students. The validation results indicate high acceptance of the application with respect to the evaluated criteria, evidencing coherence between the adopted theoretical framework, the proposed instructional objectives, and the implemented functionalities. As a contribution, the study delivers a validated educational application for the study of the affine function and a pedagogical-technological rationale that can support teaching practices mediated by digital technologies.PPGEM - Metodologia para ensino de matemática no nível médio