In this dissertation we present a proposal to develop an educational software for teaching
mathematics, specifically a digital game, a pedagogical innovation that brings a script based on
the life history of the "forest peoples". The research of qualitative approach, of applied purpose,
presents exploratory-descriptive research objectives. The innovative and disruptive
development of mobile technologies allows the evolution of educational models and provides
the potentialization of tools for the teaching-learning of mathematics and the active role of the
student in the construction of his own learning. Faced with several questions about how students
learn mathematics, the following question is posed: How should a didactic software for teaching
Trigonometry structured based on the constructionist theory be? In view of this, the objective
of this work is to develop a theoretical-methodological proposal for teaching Mathematics
through the development of an educational software. The work also presents the articulation of
the Seymour Papert's Theory of Constructionism to the development of educational software
for the teaching-learning of Trigonometry; the production of a script of an application for the
self-learning of Trigonometry; the structuring of a didactic-pedagogical-technological proposal
for the teaching-learning of Trigonometry, compatible with the possibilities of use of mobile
devices. In the software development proposal, the pedagogical architecture of the game, the
didactic transposition of the game, and the contributions and articulations of this proposal to
the teaching of mathematics, specifically to the learning of trigonometry, are presented. The
results of this research are presented in the production of a game script from the elaboration of
a pedagogical plan following a learning path that results from a study developed during the
production of the software. Thus, the intention is to contribute to the production of other games
that have the same pedagogical objective and to build innovative tools with great potential, such
as software, for the teaching of mathematics. Furthermore, the software is based on the mobile
learning perspective, to favor self-study and self-learning for the student. In this way, this
research tends to favor the integral formation of the student, so that in an autonomous way, he
becomes the protagonist of his own learning, and above all, learns Mathematics in an interactive
and dynamic way.
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