Tecnologias educacionais na prática de professores que ensinam matemática: consumir, incorporar e matematizar

Abstract

The aim of this study is to verify the conceptions of Math teachers in relation to customs and choices they make of technologies as tools for building this knowledge. In our exploratory studies found in the referential of mathematization of technology the theoretical basis for our work, get the movement that the Math teacher needs to perform to make the new educational technologies teaching tools. We opted for a qualitative approach, observing small samples of reality studied, based on semi-structured interviews with teachers who work in Local, State and Federal Schools in the cities of Bagé and Dom Pedrito. The results indicate that the subjects of research, and approaching or moving away from two extremes, to consume the technology and to incorporate the technology in their classes, and never are fixed on one of these concepts or profiles, because processes that involve teaching and learning are dynamic. We undestand that the dynamic that moves these positions are too entrenched to factors involving formers and autoformars processes, structural and or management of educational institutions in that Act. We acknowledge also the impossibility of teachers remain all the time mathematizing the technology, although it is possible to admit that may remain for an entire era of teaching, just consuming technologiesThe aim of this study is to verify the conceptions of Math teachers in relation to customs and choices they make of technologies as tools for building this knowledge. In our exploratory studies found in the referential of mathematization of technology the theoretical basis for our work, get the movement that the Math teacher needs to perform to make the new educational technologies teaching tools. We opted for a qualitative approach, observing small samples of reality studied, based on semi-structured interviews with teachers who work in Local, State and Federal Schools in the cities of Bagé and Dom Pedrito. The results indicate that the subjects of research, and approaching or moving away from two extremes, to consume the technology and to incorporate the technology in their classes, and never are fixed on one of these concepts or profiles, because processes that involve teaching and learning are dynamic. We undestand that the dynamic that moves these positions are too entrenched to factors involving formers and autoformars processes, structural and or management of educational institutions in that Act. We acknowledge also the impossibility of teachers remain all the time mathematizing the technology, although it is possible to admit that may remain for an entire era of teaching, just consuming technologies.