Tecnologias Touchscreen na formação inicial do pedagogo nas aulas de Matemática

Abstract

The teaching of Mathematics in the context of touchscreen technologies, in
the initial training of pedagogues, has implied possibilities in teaching
activities, from how to teach to how to assess student learning. Such
possibilities, between knowledge and actions, placed particular emphasis on
the uses of cell phones and tablets in the educational context. This article is
a descriptive experience report, which set out to investigate the potential of
such devices, cell phones and tablets, on the implications for the initial
training of pedagogues and the redirection of their pedagogical practices in
Mathematics classes to the use of touchscreen technologies. For this, we
dialogued with Borba et al. (2014), Santaella (2010), Moretti (2012), Neves
and Mercado (2013), among others. For the universe of this report, 26
participants were selected and were followed along the activities produced
and interviewed after completing each challenge proposed in the discipline
of Knowledge and Methodologies of Teaching Mathematics 1. The results
indicate, on the one hand, what to do The use of touchscreen technologies is
not enough to guarantee students' learning and training that enables their
use. On the other hand, systematic monitoring practices, based on support,
dialogue and collaboration, through which they are carried out in the
classroom, are sine qua non conditions for the proposition of classes that
consider mobility.