Ensino de Física e Matemática nas interfaces com as Tecnologias Digitais de Informação e Comunicação - TDIC

The teaching of Physics and Mathematics has constituted a challenge in Brazilian school education, whose history is rooted in a didactic organization based on memorization and application of formulas. In this context, the use of Digital Information and Communication Technologies (DICT) has proven relevant, fostering visualization, interactivity, and personalized learning. This article aims to analyze the contributions of Developmental Teaching Theory to the formation of concepts in Mathematics and Physics in Basic Education, using technological interfaces. It is a bibliographic research anchored in the theoretical assumptions of Historical-Cultural Theory, of Activity Theory, and of Developmental Teaching. From a dialectical perspective, the goal is to highlight how pedagogical interactions mediated by digital technologies connect means and ends, bridging empirical and scientific knowledge in the teaching-learning process. Activity Theory, when aligned with these technologically mediated practices, emphasizes the importance of the teacher's mediation in the conceptual organization of the content, fostering students' theoretical thinking. Moreover, the use of educational software contributes to more meaningful teaching, helping students overcome the immediate perception of phenomena, thus developing critical and in-depth thinking about the interrelationships of the world.