2.1 Teaching about quantities and measurements in Elementary School

Teaching quantities and measurements in Elementary School plays a fundamental role in the construction of children's mathematical knowledge, as it enables them to develop abilities to understand the world around them. In everyday experiences, children have their first contact with different types of quantities, learning to make informal comparisons of size, weight, volume, time, and temperature. These notions are essential for the construction of more abstract and formal concepts about the ideas of measurements (^{Belfort, Nascimento, and Silva, 2020}).

In this sense, the Base Nacional Comum Curricular [National Common Curriculum Base — BNCC] establishes that, in Elementary School, it is essential that students understand the meaning of measurement and its application. According to the document, it is expected that “students recognize that measuring is comparing a quantity with a unit and expressing the result of the comparison through a number” (^{Brasil, 2017}, p. 273). This approach guides the organization of teaching so that learning about quantities and measurements is meaningful, connected to everyday experiences and the construction of more elaborate mathematical concepts.

According to ^{D’Ambrósio (1996)}, the teaching and learning process of magnitudes and measurements should be mediated by the teacher through the exploration of practical and concrete situations. These situations provide a dialogue between the students’ experiences and the systematized knowledge of Mathematics. Therefore, Mathematics Education should provide means for the transition between the children’s everyday experiences and the construction of abstract concepts, using resources and mediation procedures appropriate to the school context. This approach allows students to develop not only the ability to measure, but also the ability to interpret and represent the results obtained, stimulating logical reasoning and mathematical understanding.

Based on these considerations, it becomes clear that pedagogical practice needs to integrate students’ experiences with formal teaching, through activities that stimulate curiosity and enable the development of more structured concepts about the notion of measurements.

^{Farias, Azeredo and Rêgo (2016)} highlight in their studies the importance of integrating historical aspects of the development of measurement practices into the teaching of quantities and measures. In ancient times, the measurement of quantities such as length and weight was important for the organization of society, both in the social and economic spheres. By knowing a little about the history of how measurements came about, students can easily understand that the idea of ​​measurement is not just a technical process, but also a social construction that has evolved over time.

To teach quantities and measures in Elementary School, it is necessary that pedagogical practices promote the use of concrete and manipulable materials, such as scales, rulers, tape measures and measuring containers (^{Medeiros, Silva and Farias, 2021}). These resources make learning more attractive and meaningful.

In addition to these resources, teachers can use digital resources, including the production of videos for and by students, to reinforce the content studied. According to ^{Kenski (2012, p. 45)}, when using audiovisual resources, students are challenged to organize and explain ideas in a clear and coherent manner, which reinforces learning. According to ^{Basso and Amaral (2006, p. 61)},

audiovisual language is a social condition that involves the concept of attending to the senses — hearing, vision and interaction, considered to be basic capabilities for learning and communication and which are closely related to the ways of learning.

When students produce videos explaining the concepts of quantities and measurements, they begin to internalize what they have studied in a deeper way, while also practicing abilities such as cooperation and problem-solving. Therefore, the inclusion of digital technologies, such as video production, enhances the teaching and learning process of the concepts of quantities and measurements, allowing students to appropriate the content in a more creative and autonomous way, connecting with the technological realities with which they are familiar.

Based on this information, the next section will expand the discussion, exploring how this resource can be used to engage students in activities involving Mathematics. The goal is to create a more dynamic, interactive learning experience that is aligned with modern pedagogical needs.

2.2 Production of digital videos in Mathematics classes

Digital videos and their potential as a pedagogical resource have been the subject of study since the 20th century (^{Morán, 1995}; ^{Ferrés, 1996}). ^{Borba, Gadanidis and Silva (2020, p. 105)} state that “digital videos — the way the new generation makes jokes, communicates, and has fun — are important for the classroom”. In this context, the incorporation of digital videos in the classroom is justified by the immersion of young people in these resources, mediated by social networks, whether in the production of memes, games, dances, among other forms of expression (^{Welmer and Cardoso, 2024}).

With the advancement of technologies and means of communication, videos have gained increasing prominence (^{Welmer and Cardoso, 2024}). More than two decades ago, ^{Ferrés (1996)} already addressed the implementation of audiovisual resources, outlining five ways of using them: video lesson, video support, video process, motivational program and monoconceptual program. In turn, Moran (1995), one year before the publication of Ferrés' studies, investigated the use of videos in the classroom. According to the author, digital videos connect the classroom to the students' daily lives, move through different forms of social communication and provide new challenges for the educational process.

^{Moran (1995)} and ^{Ferrés (1996)} converge in their ideas when they place videos as a learning enhancer, since everyone watches videos, whether long or short. These resources also have the capacity to socialize cultures and ideas. ^{Moran (1995)} emphasizes that videos can be used in the classroom in a dynamic way, making learning meaningful, in addition to stimulating students' logical reasoning.

For these resources to be truly effective in the teaching and learning process, it is essential that they are integrated into the teacher's pedagogical planning, who must verify both the quality and relevance of the video content for each specific moment (^{Welmer and Cardoso, 2024}).

In his research, ^{Amaral (2013, p. 42)} observes that videos in the lives of teachers are

as a means of information (therefore an “informative” media), or as a path to the formation of a concept (“formative”). Of course, in order to form, it is necessary to inform, but the difference proposed here lies in the focus of each of these perspectives of use. Analyzing this aspect is part of the process of understanding the theoretical conception that underpinned the development of the material.

^{Cardoso, Oliveira and Kato (2014, p. 59)} corroborate ^{Amaral's (2013)} idea, stating that

we know that there are several educational videos from questionable sources that can lead students to conceptual errors. Hence the importance of teachers producing their own materials and publishing them for their students. This behavior can help students in their individual studies, in addition to helping teachers in classes, because if students attend in-person or online classes having already studied the content, the class will be the moment to delve deeper into the content, discuss and share experiences.

These ideas, in line with the aforementioned authors, converge towards the idea that digital videos have the potential to be a learning tool. However, for this to happen, it is essential that teachers know how to use them so that they do not become a resource that simply replaces what is already done in the classroom (^{Welmer and Cardoso, 2024}).

Years after the studies developed by Moran (1995) and ^{Ferrés (1996)}, ^{Borba and Oechsler (2018)} developed a more in-depth analysis of the production of videos in Mathematics classes. The authors propose three paths for implementing this resource in the classroom: 1) video as a recording of classes; 2) video as a teaching resource; and 3) production of videos by the students themselves. These perspectives highlight the elements used in video production, such as language, three-dimensional objects, gestures and sound, which are articulated through visual, auditory and somatic integration (^{Jewitt, Bezemer and O'Halloran, 2016}; ^{O’Halloran, 2011}) with the aim of presenting mathematical ideas in a dynamic and comprehensible way.

The production of a video to present mathematical concepts requires an effort in visual communication from those involved. This process involves the simultaneous use of different modes of expression in an aesthetic synthesis aligned with a coherent logic (^{Wohlgemuth, 2005}). Furthermore, this stage requires a good theoretical background, the objective of which is to establish a logical line of reasoning and aesthetics, encompassing the knowledge necessary for it to be represented clearly and effectively in the audiovisual format (^{Borba, Xavier and Domingues, 2018}). The production of videos with mathematical content

involves mathematical knowledge and technical knowledge. The latter is related to care with audio, image transition and editing aspects, for example. All the elements that make up the narrative presented in the video can be defined and organized in a script, including the resources that will be used to produce the video. These elements are combined to create a synthesis in which the mathematical idea is expressed in the best way, considering the motivations of the interlocutor

(^{Borba, Xavier and Domingues, 2018}, p. 8).

^{Oechsler (2018)} agrees with the authors when he states that, for students to be able to produce videos, it is essential that they fully understand the content included in the video, so that they are able to share it with their peers.

^{Borba, Xavier and Domingues (2018)} emphasize that the production of videos with mathematical content can happen collaboratively, integrating teachers and students. This approach facilitates the sharing of knowledge, both mathematical and technical. To illustrate this process, the authors created a flowchart (Figure 1) that summarizes the necessary steps and interactions.

(^{Borba, Xavier and Domingues, 2018}, p. 9)

Figure 1 Shared knowledge in the production of videos in Mathematics 

According to the authors, audiovisual creation intersects the use of digital technologies and the development of theoretical and technical abilities. Teachers and students contribute to the process of logical and aesthetic synthesis, relating knowledge with a view to producing videos that present mathematical concepts in an accessible and dynamic way. This practice, based on the ideas of Borba, Xavier and Domingues (2018), aims to promote a dialogical approach, in which participants are encouraged to collectively build the knowledge necessary to transform mathematical content into meaningful audiovisual narratives.

4.1 Video Production Quantities and Length Measurements

The story begins with the students visiting a local seamstress to have their graduation gowns measured. During this visit, they closely observe the seamstress's work, as she uses a tape measure to accurately measure different parts of the body, such as waist, bust, hips, and skirt length.

The interaction is relaxed and spontaneous, reflecting an everyday situation that many young people can identify with, which favors audience engagement. In addition, the scene provides a valuable opportunity to discuss mathematical concepts related to measurement in a contextualized way, inserting Mathematics into a practical and meaningful activity. This approach also highlights the importance of these abilities in real life.

This approach makes learning more attractive and relevant to the young audience, who can visualize the application of the concepts in real situations. Figure 2 shows a screenshot of the video production carried out by the team responsible for Length Measurement.

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Figure 2 Seamstress measuring the length of the student's back 

Figure 2 shows a screenshot of the video about Length Measurements, focusing on the seamstress measuring the student's shoulder. This scene exemplifies the practical application of quantities and measurements, highlighting the importance of precision in manual work. In addition, it illustrates the use of a conventional measuring instrument, such as a tape measure, and units such as centimeters and meters, essential for making fitted clothes. In addition to the technical aspect, the image highlights the tacit and cultural knowledge of sewing, rescuing its social and economic relevance.

The video recorded with the seamstress lasts 6 minutes and 16 seconds, during which E1 and E2, 5th-grade students, explore the importance of Mathematics in the sewing profession. The recording begins with a brief presentation by the presenters (0:0 – 0:05), followed by an explanation of the objective of the video: to show the application of Mathematics in measuring for making graduation gowns (0:16 – 0:20). This section of the video highlights the relevance of each measurement and how they are applied in practice.

^{Souza (2012)} emphasizes that mathematical learning becomes more meaningful when students are able to relate theoretical concepts to concrete situations. The video allows students to perceive Mathematics not as a set of abstract rules, but as an essential resource for the daily lives of various professions.

Next, there is a practical section in which the measurements of bust, waist, hips and length are taken to make the dress (0:5 – 2:18). This part highlights the relevance of each measurement and how they are used to determine the appropriate size of the dress. The seamstress explains the use of the measuring tape and the ruler, emphasizing the Mathematics involved in obtaining accurate and appropriate measurements (2:44 – 3:56).

The discussion about the practice and theory that support measurements is essential for more robust mathematical learning. As ^{Farias, Azeredo and Rêgo (2016)} point out, understanding the units of measurement and their application in real situations plays a crucial role in the development of mathematical abilities. In the video, the mention of units of measurement, such as centimeters and meters, reinforces a valid and relevant approach. However, this approach could be complemented with a deeper reflection on the importance of precision in measurements and the interrelationship between different units.

Additionally, the video addresses units of measurement, such as centimeters and meters, and highlights the importance of understanding these units for creating clothes (4:05 – 5:26). The video concludes with a thank you to the seamstress and a recap of the importance of Mathematics in the profession (5:39 – 6:09). The closing reinforces the idea that Mathematics is a fundamental area of ​​knowledge in various professions, encouraging viewers to subscribe to the channel (6:09 – 6:16).

However, it is essential that this conclusion not only reinforces the practical usefulness of Mathematics, but also stimulates critical reflection on the use of Mathematics in different areas. As ^{Ausubel (1968)} suggests, learning is more effective when new knowledge is connected to previous experiences. Encouraging students to think about other applications of Mathematics, whether in cooking, engineering or art, could broaden their perception of the subject.

In short, the video was a positive initiative in connecting Mathematics to professional practice in an accessible and engaging way. However, its effectiveness could be improved through a more critical approach that encompasses not only practice, but also theory, the various applications and reflection on Mathematics in everyday life. This perspective, defended by several authors in the field of Mathematics, can contribute to forming students who are more critical and engaged with learning Mathematics.

4.2 Video production Magnitude and Capacity Measurements

At the local supermarket, E3 and E4 conducted a hands-on activity that demonstrated the application of capacity concepts when choosing and purchasing beverages for the school’s group snack. The video begins with a brief introduction by E3 and E4, in which they explain the objective of the activity: to select different types of beverages suitable for the school event (0:20 – 0:35).

After the introduction, E3 and E4 begin to analyze the quantities of available products, initially focusing on a 1-liter, 500-milliliter bottle of juice. During this stage, they perform calculations to determine the additional quantity needed to fill exactly one liter, using 200-milliliter juice containers.

The activity involved addition and unit conversion operations, facilitating the understanding of capacity concepts and highlighting the importance of measurements in everyday life (0:46 – 1:43). This stage of the video offered a practical application of the concepts, with E3 and E4 comparing different beverage options and selecting those that best met the demand for the group snack. The dynamic interaction between students during the calculations stimulated the development of logical reasoning and problem-solving abilities.

Figure 3 presents a screenshot of the video production carried out by the team responsible for the Capacity Measurement.

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Figure 3 Student with a 1.5 l water bottle 

In the image, the student holds a 1.5-liter water bottle, illustrating the importance of the concept of capacity, a central aspect in Mathematics classes applied to everyday life. This pedagogical practice reflects the principles advocated by ^{Smole, Diniz and Cândido (2014)}, who emphasize the importance of contextualizing mathematical concepts to strengthen students' understanding. The authors emphasize that, by working with common objects, such as a water bottle, students develop a closer connection with the content, understanding the use of measurements in everyday life.

In addition, the practice exemplifies the principles of ^{Borba (2005)}, who advocates the use of technologies and concrete objects for meaningful learning. When handling the bottle, the student not only observes the label, but understands that 1.5 liters represents a real, measurable measurement that he or she can add, compare, and manipulate. In this way, mathematical learning becomes more tangible, allowing the student to experience the concept of capacity and volume in a practical and accessible context.

The image, therefore, goes beyond the simple act of holding a bottle: it illustrates how active and contextualized learning, advocated by contemporary theorists, can envision the teaching of Mathematics in a hands-on experience, in which students not only understand the content, but apply it in a practical and meaningful way.

At the end of the video, the students shared a reflection on the learning acquired throughout the activity, focusing on the relevance of the concepts of Measurements and Magnitude of Capacity, such as milliliters and liters, in daily routine. During this final analysis, E3 and E4 explained how knowledge about measurements of capacity becomes useful in common activities, such as choosing and buying products at the supermarket. They note that, by understanding quantities, they are able to make more informed decisions about purchases, promoting a practical view of Mathematics that goes beyond the classroom.

Finally, by thanking the viewers and encouraging them to reflect on the relevance of Mathematics in everyday life, E3 and E4 are, in a way, putting into practice the principles of a critical mathematics education, as proposed by ^{Lorenzato (2006)}. The author argues that the teaching of Mathematics should value questioning and reflection, so that students see Mathematics as essential knowledge that is close to their realities. With this conclusion, the video reinforces the idea that Mathematics, far from being just a school subject, is an ally in solving practical problems and contributes to the development of a critical and contextualized vision of the world.

4.3 Video production Magnitude and Time Measurements

The video was recorded at the home of one of the team members, providing a welcoming and familiar environment for the presentation of the concepts. E5 and E6, the students responsible for the explanation, take a practical and engaging approach to exploring the notions of time.

E5, with the help of a cell phone, shows the calendar and discusses the importance of days, weeks and months in organizing daily activities. E6, in turn, uses a clock to demonstrate how hours and minutes work, explaining how these units of time apply to task planning.

By using everyday objects, such as a cell phone and a clock, the duo is able to transform abstract concepts into a visual and tangible experience, allowing viewers to understand the concept in a more accessible and practical way. The familiarity of the environment helps to make the video more dynamic, while the visual examples reinforce the applicability of the concepts of calendar and time in everyday life, bringing Mathematics closer to the audience.

Figure 4 presents a screenshot of the video production carried out by the team responsible for Measuring Time.

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Figure 4 Student demonstrating the calendar on the mobile device 

The video begins with a brief 4-second introduction (0:01 – 0:05), in which E5 and E6 introduce themselves in a relaxed and welcoming manner. In this short segment, both students say their names and greet the audience, establishing an initial connection that attracts attention and prepares the viewer for the content that follows. This initial moment is carefully planned to create a friendly atmosphere and encourage engagement, essential for the audience to feel part of the activity.

In addition to introducing the theme, E5 and E6 establish the tone of the video as practical and accessible, which reflects a pedagogical approach aligned with the principles of authors such as ^{Smole, Diniz and Cândido (2014)}, who emphasize the importance of making teaching welcoming and connecting with the target audience. Thus, this brief introduction not only introduces the protagonists, but also prepares the viewer for a visual and interactive learning experience, contextualizing the concepts in a way that brings them closer to everyday life.

After a brief introduction, E5 begins his explanation of how the calendar works, using a practical example by showing the calendar on his cell phone and the current date. This segment (0:20 – 0:35) dedicates 15 seconds to detailing the concept of the calendar, highlighting the importance of understanding the passage of time and how dates are organized into months and weeks.

By using a visual and familiar example, E5 is able to make the concept easier for viewers to understand. This practical approach is in line with the principles of ^{Smole, Diniz and Cândido (2014)}, who argue that contextualizing mathematical concepts makes learning more meaningful and accessible. The authors emphasize that using everyday objects and real-life situations helps students make connections between theory and practice, promoting more effective learning.

In this way, E5's explanation not only introduces the concept of a calendar, but also exemplifies a teaching methodology that favors the understanding and practical application of Mathematics, showing how this knowledge is fundamental to everyday life.

In conclusion, the video presented by E5 and E6 effectively illustrates the practical application of mathematical concepts, especially in relation to time. By using everyday examples, such as the calendar and the clock, the students demonstrate that Mathematics is not just a theoretical discipline, but an area of ​​knowledge essential for the organization and planning of daily activities.

4.4 Video production Magnitude and Temperature Measurements

The video, recorded in the neighborhood supermarket, begins with a brief presentation by E7, who introduces the topic of temperatures, focusing mainly on the concepts of degrees Celsius and negative temperatures (0:06 – 1:12). In this initial section, E7 explains what minimum temperature means and how temperature variations can affect the shelf life of products. He highlights the importance of maintaining correct temperatures to avoid problems, such as food spoilage, which can occur when products are not stored properly.

E7 illustrates the relevance of this knowledge in everyday life, showing how the appropriate temperature is essential to guarantee the quality and safety of the food consumed. By addressing these aspects in a practical and visual way, the video provides a clear understanding of the application of temperature concepts in the supermarket context, encouraging the viewer to reflect on the importance of these precautions in their own routine.

Figure 5 presents a screenshot of the video production carried out by the team responsible for Temperature Measurement.

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Figure 5 Freezer thermometer 

Next, E7 observes the reading on the thermometer attached to the freezer, as shown in Figure 5, captured from the temperature video. The thermometer registers a range of 0 to 0.7 ºC (degrees Celsius). During this analysis (1:14 – 1:48), E7 explains the concept of negative temperatures, using Antarctica as an example of an extremely cold place. In this section, he elucidates the difference between positive and negative temperatures, allowing viewers to understand how temperature scales work in practice.

E7 emphasizes the importance of technology in measuring and monitoring temperatures, showing how modern devices can simplify the collection of accurate data. By using Antarctica as an example, he impacts viewers by presenting extreme weather conditions, highlighting the need to understand these variables, especially when dealing with perishable products. This approach not only expands the understanding of temperature concepts, but also establishes a connection between theoretical knowledge and its practical application. In this way, the video highlights the relevance of the topic in food preservation and ensuring food safety.

Therefore, E7's explanation not only clarifies the difference between positive and negative temperatures, but also exemplifies how Mathematics can be taught effectively, using everyday references and technological resources, as proposed by ^{Smole, Diniz and Cândido (2014)} and ^{Borba (2005)}. This approach contributes to the formation of critical and contextualized thinking, preparing students to face practical challenges in their lives.

4.5 Video production Magnitude and Mass Measurements

The video, recorded at a local farmers’ market, begins with an introduction by participants E8, E9, and E10, who explain the purpose of the activity: to buy fruit for a salad and vegetables for a soup (0:00 – 0:15). In this brief segment, in addition to presenting their intentions, the students show off the precision digital scale they used to measure the weight of the items, highlighting its importance in ensuring that each piece of fruit is measured correctly.

Choosing to begin the video in a familiar setting, such as the farmers’ market, creates a practical and accessible setting that can resonate with the audience. E8, E9, and E10 use this introduction to engage viewers, piquing their interest, and showing that mathematics is a vital part of everyday activities, such as buying fruits and vegetables.

The use of the digital scale is also a central point in this segment, as it illustrates the application of mathematical concepts, such as weight and measurement, which are fundamental to everyday mathematics. This practical focus is in line with the ideas of ^{Smole, Diniz e Cândido (2014)}, who point out the importance of contextualizing mathematical learning in real situations. By showing the scale and discussing its use, the participants, in addition to teaching about measurements, encourage viewers to see Mathematics as a useful tool in their lives.

In this way, the introduction of the video not only establishes the scenario and objectives of the activity, but also prepares the ground for a deeper exploration of the mathematical concepts applied throughout the recording, highlighting the relevance of Mathematics in everyday situations and the role of technology in measurement.

Figure 6 presents a screenshot of the video production carried out by the team responsible for Mass Measurement.

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Figure 6 Mass measurement 

Figure 6 illustrates one of the moments of the video production carried out by the team responsible for mass measurements. In this stage, we can see the result of the measurement of the mass of a product chosen by one of the team members, who uses a digital scale to collect precise data on the materials analyzed. This activity highlights the practical application of quantities and measurements, but it also highlights the importance of collaborative work and the use of technologies in the teaching and learning process. The scene demonstrates how Mathematics is present in everyday situations, connecting theory and practice in a meaningful way.

The proposal presented by ^{Smole (2013)} and ^{Borba (2005)} emphasizes the contextualization of learning by integrating mathematical concepts into everyday situations, such as buying fruits and vegetables. This approach allowed students to see Mathematics as more than a theoretical curricular component, but as practical and indispensable knowledge in their daily lives.

By relating school content to real activities, teachers are able to make learning more meaningful, promoting greater engagement and interest among students. Therefore, this connection between theory and practice develops essential abilities such as problem-solving and critical thinking, preparing students to face real-world challenges with confidence and competence.

4.6 Students’ impressions of digital video production

In recent years, digital video production has become a resource for communication and learning. Whether it’s for telling stories, explaining concepts, or sharing experiences, videos allow ideas to come to life in a dynamic and engaging way. For 5th grade students, this activity was a way to learn mathematical content, as well as an opportunity to develop important abilities, such as creativity, teamwork, and the use of technology.

By producing videos, students became true content creators. They learned how to plan, record, and edit, exploring each step with curiosity and enthusiasm. In addition, the creation process allowed them to express their ideas in unique ways, while facing challenges that stimulated critical thinking and problem solving.

In the meantime, some impressions and experiences of students who embarked on this digital journey are highlighted. Through their words, it is clear how video production impacted their perceptions of learning and the way they see the world of digital media.

E8 — It was difficult to finish the video in the time the teacher asked. Recording and editing took longer than expected. I learned that you need to organize yourself and share tasks with your classmates. Regarding measurements, I understood better how they are used in real life. A different and cool way to learn.

E10 — I was embarrassed to record, but we managed to finish the recording. I learned that mathematics is part of our daily lives.

E3 — At first, it was difficult to find a place outside of school to record, because we had to ask our parents for permission. The teacher accompanied us during the recording. I learned the importance of learning about measurements, especially for some professions.

E7 — I learned the importance of knowing the quantities and measurements for our daily lives, and the way this activity was carried out, where I had to talk about what I had learned in class, but in video format.

The difficulty reported by E8 in managing time and organizing tasks reflects a common challenge in collaborative and creative activities, as pointed out by ^{Vygotsky (1984)}. For the author, cognitive development occurs through social interaction and the mediation of cultural instruments, such as language and technology. In this case, the production of videos required students to plan their actions and distribute responsibilities, promoting metacognitive and organizational abilities.

According to ^{Perrenoud (2000)}, it is imperative to teach life abilities, such as time management and teamwork. By facing these challenges, students not only learned about quantities and measurements, but also developed other abilities for other areas of life.

The impressions of E3 and E7 highlight the relevance of contextualization in the teaching and learning process, as advocated by ^{Ausubel (1968)}. For the author, significant learning occurs when the content is connected to the student's prior knowledge and their life context. By producing videos that addressed measurements in real situations — such as calculating the capacity of containers or measuring distances — students were able to attribute meaning to mathematical content.

In turn, ^{Skovsmose (2008)} emphasizes the need for critical mathematics education, which relates school content to social issues and everyday practices. The students' testimonies show that they realized the practical applicability of quantities and measurements, especially in professions related to sewing and cooking, and in street market sales. This perception shows that the activity was able to broaden the participants' view of Mathematics.

The personal achievement reported by E10 can be analyzed from the perspective of ^{Bandura (1997)}, who developed the theory of self-efficacy. According to the author, confidence in one's own abilities is built through successful experiences, even if initially challenging. By facing the embarrassment of recording and completing the activity, the student strengthened his self-confidence and realized that he was capable of doing something new and significant.

In turn, ^{Freire (1996)} emphasizes the importance of dialogue and valuing emotions in the educational process. The fact that the student overcame his shyness suggests that the learning environment was welcoming and encouraging, allowing him to express himself without fear of judgment.

E3's report highlighted the logistical complexity involved in activities that go beyond the confines of the classroom. According to ^{Borba and Villarreal (2005)}, the use of digital technologies in education requires institutional adaptations and external support, such as family participation. Parental involvement and teacher supervision were essential to ensure the safety and viability of the proposed activity.

^{Lévy (1999)} argues that digital technologies expand learning spaces, transforming the school environment into a connected ecosystem. Going outside allowed students to explore different scenarios and apply the concepts of magnitudes and measurements in different contexts, enriching the experience.

The experience described by E7 illustrates the importance of active methodology and the communication of knowledge, in accordance with ^{Dewey (1938)}. For the author, learning occurs through experimentation and the active reconstruction of knowledge. By explaining the concepts of quantities and measurements in a video, the student, in addition to reviewing the content, consolidated his understanding by transmitting it to others through digital video.

Moran (2015) emphasizes that the production of digital videos is a strategic form of media literacy, as it allows students to express ideas in a creative and multimodal way. This activity helped students develop verbal and visual communication abilities, in addition to reinforcing mastery of mathematical content.

For students, the production of digital videos about quantities and measurements was an engaging way to learn Mathematics. The combination of technology, creativity and teamwork made the process fun and educational. Furthermore, the experience helped students better understand the concepts of capacity, length, time, temperature and mass, showing that learning can be both enjoyable and meaningful. These impressions demonstrate that, when technology is used in a playful and practical way, it becomes a resource that contributes to teaching and student learning.