Detalhes bibliográficos
| Ano de defesa: |
2025 |
| Autor(a) principal: |
Moni, Juliana Aparecida
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| Orientador(a): |
Sousa, Clarilza Prado de
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação: Formação de Formadores
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/44322
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Resumo: |
This study focuses on the integration of Digital Technologies (DT) into mathematics teaching in basic education, highlighting their potential to transform pedagogical practices and promote active learning. To this end, the aim was to understand and identify trends and challenges regarding which digital resources are being employed in mathematics teaching for basic education students. The methodology used was an integrative literature review, analyzing 160 theses and dissertations selected from the Brazilian Digital Library of Theses and Dissertations (BDTD) from 2017 to 2022. For data processing, the IRAMUTEQ software was used, employing the Descending Hierarchical Classification technique. The analysis of the data and the classes created by the program enabled the classification and interpretation of information on the use of digital technologies as a teaching strategy. The results indicated a predominance of dissertations over theses, reflecting the strong presence of early-career researchers. It was observed that, although the use of DT has been consolidated as a relevant practice, challenges related to teacher training, understanding the principles and foundations of education, and the teaching-learning process that the use of DT should consider still persist. It is concluded that the great challenge of technologies lies in the development of DT that respect the teacher's autonomy, as well as understand the foundations of education and the teaching-learning process from a broader perspective that considers the subject of the educational process. It was also observed that it is essential to consider teacher preparation and institutional support for the effective integration of DT into mathematics teaching |
