Instructional Design in Mathematics Teaching: Applying the ADDIE Model and Active Methodologies for Meaningful Learning

Abstract

This study addresses the application of Instructional Design (ID) in mathematics teaching, highlighting its relevance for the construction of more organized, interactive, and meaningful pedagogical practices. Based on an analysis of the target audience's needs and the use of the ADDIE model, ID allows for the systematic planning, development, implementation, and evaluation of educational strategies, promoting student learning. The study discusses the advantages of this model, such as the organization of the pedagogical process, adaptation to different student demands, the integration of active methodologies, and the possibility of continuous teaching evaluation. At the same time, limitations are presented, including the need for time and resources for planning, the risk of excessive systematization, and dependence on student engagement. The bibliographic research carried out provided the theoretical basis for the study, supporting the understanding of the importance of ID in the school context. It is concluded that the application of Instructional Design contributes significantly to making mathematics teaching more efficient, dynamic, and connected to the reality of students, promoting the construction of critical knowledge and the improvement of pedagogical practices.