Observar com sentido : um olhar profissional investigando similaridades, diferenças e singularidades entre a formação inicial e continuada do professor de matemática

Abstract

The use of digital technologies in mathematics teaching has been widely addressed in the educational field, in which discussions about their contributions to the development of skills and competencies important for both teaching and learning mathematical content emerge. In this perspective, the concept of competence, broad and polysemic, gains notoriety for being related to student learning, to the curriculum, as well as to teacher training. Teaching competence requires the incorporation of certain skills for the development of a competent pedagogical praxis. In particular, the competence of Professional Noticing, based on three skills, respectively: observing the elements of the students' approach; interpreting the interactions in the classroom and the aspects of the teaching proposal; and taking action decisions, responding to the situations presented. In this sense, this research related different views about the conception of competence and the use of digital technologies to the lesson planning with the use of tools of a Virtual Learning Environment (VLE), involving mathematics content at the elementary school level. Having as objective to investigate, through a professional look, the level of re-signification of the knowledge about the lesson planning of mathematics with the use of Digital Information and Communication Technologies (DICT), looking for signs of the development of the competence of Professional Noticing, in order to establish similarities, differences and singularities among a group of teachers in initial and continuing education. To this end, the qualitative methodology of exploratory nature was adopted, focusing on the case study, basing the development of an educational experiment, observing the following actions: research for software and possibilities of use in mathematics teaching; development of elementary school mathematics activities; implementation of the virtual environment. As instruments of data collection, online registration and evaluation forms, lesson plans, and plan evaluations were used. The research included 15 participants, nine undergraduate students of the Undergraduate Mathematics course at UNIPAMPA and six mathematics teachers from the Bagé region. The results show that the participants used the digital technologies as a support to the traditional teaching practice (method), prioritizing the didactic expositive teaching of contents followed by the resolution of exercises, and not the construction of knowledge by the students. However, signs of the development of the competence of Professional Noticing were observed, evidencing a favorable position of the use of DICT, in a perspective of significantly enhancing the teaching-learning process of mathematics, indicating a perceptible advance in the improvement of this competence.