Tecnologias digitais na educação matemática: produzindo outras maneiras de pensar e ser professor(a) que ensina matemática no ensino fundamental e médio

Abstract

The present work emerges from a set of life experiences of a group of math teachers in initial formation course in Mathematics; which integrates the Prolicenciatura project by the Network Gaúcha of Distance Superior Learning, coordinated by the Federal University of Santa Maria. From the theoretical framework, were described the impacts of ICT in teaching practices of this group, their points of resistance, of pedagogical gains, the limits and possibilities of ICT applications reported in the materials produced during the studies developed in the discipline of Digital Technology in Mathematics Education, which composed the empirical context this investigation.The survey was developed from the investigations of reports of these teachers, who narrated the experiences and challenges encountered in implementing digital technologies into their educational practices. The materials that were built by them are in the work environment Moodle, which is the online classroom of undergraduates. In this virtual room, we analyzed the forums for group discussions and individual work as: the work plans and the narratives of their applications and their respective results. In the process of this analysis, it was possible to recognize, as the points of resistance the pedagogical gains, as well as the limits and possibilities of applications of Digital Technologies in Mathematics Education have produced other ways of thinking and being a teacher, teaching mathematics in education Elementary and Middle Education.