Tecnologias da informação e comunicação no ensino de matemática : uma abordagem na prática docente

• Ano de defesa: 2017
• Autor(a) principal: Santos, Katia Maria Limeira
• Orientador(a): Vasconcelos, Carlos Alberto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Sergipe
• Programa de Pós-Graduação: Pós-Graduação em Ensino de Ciências e Matemática
• País: Brasil
• Palavras-chave em Português: Matemática; Ensino de matemática; Software; Professores de matemática; Tecnologia educacional; Tecnologia da informação e comunicação (TIC); Prática docente; Software Geogebra
• Palavras-chave em Inglês: Information and communication technology; Mathematics teaching; Teaching practice; Geogebra Software
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/handle/riufs/5107

This research aims to investigate the practices of Mathematics teachers based on the use of Information and Communication Technology (ICT), specifically of Geogebra software in a public school in Sergipe, as well as to describe theoretical assumptions about the use of ICT in mathematics teaching, identify the ICT used in teaching practices and the activities developed by teachers, analyze the conceptions of teachers about the use of ICT (Geogebra software) in the classroom. To reach the proposed objectives was chosen a qualitative approach, with methodological design case study through of observation of techniques and interview with two teachers who teach Mathematic in a public school of Aracaju/Sergipe. Therefore, was build a theoretical framework, having as support the Borba studies (2003, 2014), Bicudo (2005), Castells (2006), Kenski (2004, 2006, 2013, 2016), Lévy (1997), Moreira (2005), Nacarato (2013), Pais (2008), Pimenta (2006), Tardif (2009, 2011), Nóvoa (1999), and others authors that ground the use of ICT in mathematics teaching. The realization about this study possibilities know the context in which happens research, the subject’s action (P1 and P2) inserted and the space of investigation about the ITC with pedagogical instruments, in specificity the Geogebra software. The results achieved indicated that teachers are using the technologies such as something else to motivate the students, by means of teaching practice that promotes learning and integrates the ITC to Mathematics teaching.