Os desafios do ensino da matemática na perspectiva da tecnodocência

• Ano de defesa: 2022
• Autor(a) principal: Model, Letícia da Silva Vitor
• Orientador(a): Bezerra, Renata Camacho
• Banca de defesa: Lazzarotto, Emerson , Silva, Luciana Del Castanhel Peron da , Fonçatti, Maria Cecília , Almeida, Marieli Vanessa Rediske de , Caetano, Richael Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Foz do Iguaçu
• Programa de Pós-Graduação: Programa de Pós-Graduação em Tecnologias, Gestão e Sustentabilidade
• Departamento: Centro de Engenharias e Ciências Exatas
• País: Brasil
• Palavras-chave em Português: Ensino da matemática; Tecnologias digitais de informação e comunicação; Tecnodocência
• Palavras-chave em Inglês: Teaching mathematics; Digital information and communication technologies; Technodocency
• Área do conhecimento CNPq: ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO
• Link de acesso: https://tede.unioeste.br/handle/tede/6379

With the COVID-19 Pandemic, the use of technological resources in all spaces, and especially in schools, gained prominence. In view of this, considering the National Common Curricular Base (BNCC), which encourages the use of technology in the classroom, and having as an axis the concepts of Technoteaching, this dissertation sought to understand how, from the perspective of Technoteaching, the integration between the Digital Information and Communication Technologies (TDICs) and the Mathematics teacher in the schools of the Regional Education Center of Foz do Iguaçu (PR). To this end, our guiding question was: from the perspective of Techno-teaching, how can the integration between TDICs and teaching in Mathematics be carried out? Technoteaching seeks to enhance the prior knowledge of teachers and students. To carry out the research, we used a structured questionnaire with Mathematics teachers from the Regional Education Center in Foz do Iguaçu (PR). Ninety-three (93) professors from a universe of two hundred and twenty-three (223) professors participated. Of the 10 (ten) principles of Technoteaching, we used 3 (three), which have a direct connection with teaching and technology. We carried out an analysis of the respondents' profile, digital methodologies used and how TDICs influence teaching work. Research data showed that technological resources are present in Mathematics classes, mostly (84.9%) for the exposure of contents and activities, demonstrating that there is room for the insertion of TDICs in different teaching strategies within the space school.