Contribuições das Tecnologias da Informação e Comunicação à prática dos professores de Matemática

Abstract

In this text, the authors address the use of Information and Communication
Technologies in the practice of Mathematics teachers from theoretical
assumptions in the teaching of the subject, as well as they seek to know the
public policies of continuing teacher education for the use of ICT and seek to
identify the most used in the daily mathematics classes. It was chosen a
qualitative research approach, with a methodological design of a case study,
using questionnaire and observation techniques applied to teachers who
teach the subject of Mathematics at a municipal public school in Estância
(SE). To this end, a theoretical framework was built, based on the studies of
Borba (2014), Castells (2006) and Kenski (2006; 2007), among other
authors that support the use of ICT in the teaching of Mathematics. The
realization of this study made it possible to know the context in which the
research took place, the actions of the inserted participants and the space for
research on ICT as an instrument in the pedagogical practice of the
mathematics teacher. Analyzing the insertion of ICT in the classes
mentioned, by teachers who participated in continuing education courses, it
was possible, at first, to realize that ICT are used in the practice of teachers,
however, on the other hand, there are still teachers who remain unrelated to
the insertion of ICT as a pedagogical resource. It is concluded that there are
some changes in the pedagogical practice of teachers with regard to the use
of ICT in their classes.