Mathematics education in the context of education 5.0: Guidelines and pedagogical strategies for teaching

Authors

DOI:

https://doi.org/10.21527/2179-1309.2026.123.17378

Keywords:

Personalization of Learning, Formative Assessment, Active Methodologies, Student Leadership, Pedagogical Innovation

Abstract

This study aims to analyze the incorporation of Education 5.0 guidelines into the pedagogical practices implemented by three public school teachers participating in a continuing education course, in order to identify similarities, gaps, and potential in the mathematics teaching process. Education 5.0 seeks to align the critical use of digital technologies with the holistic development of students, promoting technical and socio-emotional skills. The investigation was conducted based on three pedagogical practices planned and implemented by public school teachers participating in a continuing education course. The practices were analyzed qualitatively, individually, using as a reference the guidelines established for pedagogical practices aligned with Education 5.0. The results highlight the centrality of the student, the ethical use of technology, and the valuing of contextualized and collaborative learning. Although all practices demonstrate potential for alignment with the proposal, the need to strengthen the evaluation process, making it more formative and reflective, is emphasized. The study proposes guidelines to guide new practices in mathematics education and reinforces the importance of an innovative, inclusive, and humanizing education.

References

AHMAD, Shabir et al. Education 5.0: Requirements, Enabling Technologies, and Future Directions. Arxiv, p. 01-24, 2023.

ALRO, Helle; SKOVSMOSE, Ole. Diálogo e aprendizagem em educação matemática. Belo Horizonte: Autêntica, 2006.

ARAÚJO, Alexandre; SAMPAIO, Caroline de Goes; CONTRERAS, Yair Porras. Ciência, tecnologia e sociedade sob a ótica dos professores de química de uma escola pública estadual. Revista Contexto & Educação,v. 40, n. 122, p. 1-30, 2025.

BACICH, Lílian; TRINDADE, E. Educação 4.0 e metodologias ativas: uma nova abordagem para a aprendizagem. In: BACICH, L.; MORAN, J. M. (org.). Metodologias ativas para uma educação inovadora: uma abordagem teórico-prática. Porto Alegre: Penso, 2021. p. 25–45.

BELMES, Carolina. Educação 5.0 e o futuro do trabalho: repensando a formação acadêmica na era digital. Cadernos de Educação, v. 21, n. 36, p. 128–142, 2022.

BORBA, Marcelo De Carvalho; SILVA, Ricardo Scucuglia Rodrigues da; GADANIDIS, George. Fases das tecnologias digitais em Educação Matemática: sala de aula e internet em movimento. 3. ed. Belo Horizonte: Autêntica, 2015.

CRESWELL, John W. Investigação qualitativa e projeto de pesquisa. 3.ed. Porto Alegre: Penso, 2014.

D’AMBROSIO, Ubiratan. Educação Matemática: da teoria à prática. 19ª. Ed. São Paulo: Papirus, 1996.

DIAS, Cristiane de Fatima Budek; BRANDALISE, Mary Angela Teixeira; AMESTOY, Micheli Bordoli. Planejamento integrado ensino-avaliação-aprendizagem: Perspectivas em construção. Revista Contexto & Educação, v. 40, n. 122, p.1-20, 2025.

FELCHER, Carla Denize Ott; FOLMER, Vanderlei. Educação 5.0: Reflexões e perspectivas para sua implementação. Revista Tecnologias Educacionais Em Rede (ReTER), v. 2, n. 3, p. 01-15, 2021.

FELCHER, Carla Denize Ott; GRIEBLER, Gustavo; FOLMER, Vanderlei. Realidade, entendimentos e reflexões acerca da Educação 5.0: um estudo em uma escola pública. Revista Humanidades e Inovação, v. 10, n. 23, p. 70-80, 2023.

FELCHER, Carla Denize Ott; BLANCO, Gisele Silveira; FOLMER, Vanderlei. Educação 5.0: uma sistematização a partir de estudos, pesquisas e reflexões. Research Society and Development, v. 11, n. 13, p. 01-12, out. 2022.

FELCHER, Carla Denize Ott; SILVA, Michelsch João da. Educação 5.0 em São José dos Campos/SP: um relato de experiência. Revista Temas em Educação, v. 34, n. 1, p. 1-21, jul. 2025.

HOFFMANN, J. Avaliar para promover: as setas do caminho. 27 ed. Porto Alegre: Meditação; 2008.

MANSUR, Kátia; FERREIRA, Bianca; LIMA, André. Personalização da aprendizagem e inclusão na Educação 5.0: um olhar para a diversidade na sala de aula. Revista Brasileira de Educação, v. 28, p. 1–18, 2023.

MENIADO, Joel C. Humanizing education through Education 5.0. International Journal of Multidisciplinary: Applied Business and Education Research, v. 4, n. 7, p. 2406–2413, 2023.

MORAN, José Manuel. A educação que desejamos: novos desafios e como chegar lá. 2. ed. São Paulo: Papirus, 2020.

OLIVEIRA, Vanessa Duque de; Batista, Nildo Alves. Avaliação formativa em sessão tutorial: concepções e dificuldades. Revista Brasileira de Educação, v. 36, n. 3, p. 374-380, 2012

ONG, Esther; ANNAMALAI, Subashini. The Technological Pedagogical Content Knowledge (TPACK) framework for preparing educators towards Education 5.0. Journal of Education and e-Learning Research, v. 10, n. 1, p. 87–95, 2023.

RAHIM, Mohammad Naim. Post-pandemic of Covid-19 and the need for transforming education 5.0 in Afghanistan higher education. Utamax: Journal of Ultimate Research and Trends in Education, v. 3, n. 1, p. 29-39, 2021.

RODRIGUES, Rosângela Schwarz; NEUBERT, Patricia da Silva. Introdução à pesquisa bibliográfica. Florianópolis: Editora da UFSC, 2023.

SHAHIDI, Hamedani et al. Transitioning towards Tomorrow's Workforce: Education 5.0 in the Landscape of Society 5.0: A Systematic Literature Review. Education Sciences, 14(10), 1041, 2024.

SILVA, Michelsch João da; FELCHER, Carla Denize Ott; FOLMER, Vanderlei. Contribuições dos materiais manipulativos virtuais para o ensino de matemática: uma revisão integrativa de literatura. Amazônia: Revista de Educação em Ciências e Matemáticas, Belém, v. 19, n. 43, p. 252-271, 2023.

Downloads

Published

2026-03-24

How to Cite

Felcher, C. D. O., da Silva, M. J., & Lopes, M. N. (2026). Mathematics education in the context of education 5.0: Guidelines and pedagogical strategies for teaching. Revista Contexto & Educação, 41(123), e17378. https://doi.org/10.21527/2179-1309.2026.123.17378

Issue

Vol. 41 No. 123 (2026)

Section

Práticas Educativas: metodologias e saberes

License

Copyright (c) 2026 Carla Denize Ott Felcher, Michelsch João da Silva, Matheus Nogueira Lopes

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

By publishing in Revista Contexto & Educação, authors agree to the following terms:

All works are published under the Creative Commons Attribution 4.0 International License (CC BY 4.0), which allows:

Sharing — to copy and redistribute the material in any medium or format;

Adaptation — to remix, transform, and build upon the material for any purpose, even commercially.

These permissions are irrevocable, provided that the following terms are respected:

Attribution — authors must be properly credited, a link to the license must be provided, and any changes made must be indicated.

No additional restrictions — no legal or technological measures may be applied that legally restrict others from doing anything the license permits.

Notices:

The license does not apply to elements that are in the public domain or covered by legal exceptions.

The license does not grant all necessary rights for specific uses (e.g., image rights, privacy, or moral rights).

The journal is not responsible for the opinions expressed in the articles, which are the sole responsibility of the authors. The Editor, with the support of the Editorial Board, reserves the right to suggest or request modifications when necessary.

Only original scientific articles presenting research results of interest that have not been previously published or simultaneously submitted to another journal with the same purpose will be accepted.

Mentions of trademarks or specific products are intended solely for identification purposes and do not imply any promotional relationship by the authors or the journal.

License Agreement (for articles published from October 2025): Authors retain the copyright to their article and grant Revista Contexto & Educação the right of first publication.