It is not uncommon in Mathematics Education research for the term instruments;t ools as well as means, in order to provoke debates and reflections on their meanings. In Rosa, Bairral and Amaral (2015), theoretical discussions are already presented in different chapters that bring considerations regarding DT within the scope of brazilian Mathematics Education, specifically, according to studies by the Working Group (GT) 06 of the SBEM (Brazilian Society of Mathematics Education), called Mathematics Education, Digital Technologies and Distance Education
