As tecnologias da informação e comunicação (TICs): alternativa metodológica no ensino e aprendizagem da matemática nos primeiros anos do ensino fundamental

• Ano de defesa: 2014
• Autor(a) principal: Oliveira, Camila Rezende
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; BR; Programa de Pós-graduação em Educação; Ciências Humanas; UFU
• Palavras-chave em Português: Saberes; Professores; Matemática; TICs; Ensino Fundamental; Matemática (Ensino Fundamental) > Estudo e ensino; Matemática > Estudo e ensino > História; Aprendizagem; Knowledge; Teachers; Mathematics; ICTs; Elementary education; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/13953; https://doi.org/10.14393/ufu.di.2014.16

This research aimed to analyze and systematize a set of knowledge of ICTs that enable mathematics teachers of early years of elementary school to teach in an alternative way. The choice of sources was made by reading books related to ICTs, followed by journal articles. Still under the research focus masters‟ thesis from public universities were chosen. In order to analyze and interpret books, articles and thesis we conducted a bibliographic research. After reviewing, theoretical data were categorized for analysis and discussion based on the following elements: statement of relevance to individuals, and impacts of technological resources in society and in education; ICTs methodological resources for teaching and learning mathematics in the early years. We have found a set of eight knowledge elements as follows: understanding that ICTs are more than tools: they are a concept, an idea; understand that ICTs are an increasingly essential teaching resource for the classroom where mathematics is present; incorporating ICTs to work relying on oral and written skills; realizing that ICTs bring new ways to communicate and learn; ICTs are a motivating tool in performing exploratory tasks and mathematical research; ICTs obey to different rhythms of learning in teaching and learning mathematics; with ICTs the student learns from his mistakes and learn along with his peers, exchanging his mathematical productions and comparing them; ICTs promote the integration of diverse educational experiences in math and predict a greater use in scale in the short term. In this sense the research provided a theoretical and useful foundation about ICTs and Mathematics, so they can adjust and adapt this discipline to the level of education above mentioned.