Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
GONÇALVES, Elisângela Moraes |
| Orientador(a): |
COSTA, Manoel dos Santos |
| Banca de defesa: |
COSTA, Manoel dos Santos
 ,
SOUSA, Cenidalva Miranda de
,
ALLEVATO, Norma Suely Gomes
,
BOTTENTUIT JÚNIOR, João Batista,
PAGANI, Érica Marlucia Leite |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal do Maranhão
|
| Programa de Pós-Graduação: |
PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA
|
| Departamento: |
DEPARTAMENTO DE EDUCAÇÃO II/CCSO
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tedebc.ufma.br/jspui/handle/tede/4866
|
Resumo: |
The study contemplates the use of digital technologies, articulated to the development of Financial Education, aiming new didactic-methodological perspectives to high school mathematics teachers. The objective of the research was to investigate the pedagogical possibilities of the use of ICT in Mathematics teaching by teachers of a public school in the city of São José de Ribamar - MA. The methodology was of applied nature, exploratory, qualitative approach, and had as a technique for data collection semi-structured interviews. The educational product was a didactic-pedagogical guide about Financial Education with the use of digital technologies for High School Mathematics teachers. The results of the research showed that the initial training of the mathematics teachers influenced the use of ICT in their classes, and most of them use it as a teaching methodology, although in a limited way by the use of notebook, media projector, cell phone, for internet research, and common software for the universe of mathematics, such as GeoGebra; the school has digital technologies for the use of teachers; They perceive the use of ICT as easy, although it was reported that they are afraid of making mistakes in its use because of what high school students already know about digital technologies; they work on Financial Education in their classes, but not exactly with the use of ICT; they conceive this cross-cutting theme as conducive to the application of mathematical knowledge, valuing the students' everyday life for its construction; and they emphasize the need to contextualize this knowledge so that high school students have an integrated view of mathematics. Therefore, we conclude that the work with transversal themes, such as Financial Education, initial training as a support for Mathematics teachers to use digital technologies in their classes and valuing the reality of the student, are aspects that legitimize the pedagogical possibilities of using ICT in Mathematics teaching, contributing to a better understanding of mathematical knowledge by high school students. |
