Conhecimento pedagógico e tecnológico do conteúdo mobilizados por discentes de matemática

Abstract

This research aimed to investigate how the constitution of Technological Pedagogical Content Knowledge (TPACK) occurs among Mathematics pre-service teachers, focusing on the use of Scratch and App Inventor platforms. The study was conducted with students in the Mathematics Teaching Degree program at the Federal University of Pampa (UNIPAMPA) who participated in a course offered at the Itaqui Campus. It sought to analyze how future teachers can use these technologies to promote computational thinking and the teaching of mathematics in their classes. During the course, activities were carried out to explore the use of Scratch and App Inventor in teaching mathematical concepts such as regular polygons and functions. The research is based on the TPACK model proposed by Mishra and Koehler (2008), which integrates three dimensions of teacher knowledge: technological knowledge, pedagogical knowledge, and content knowledge. The articulation of these dimensions is essential for preparing teachers who are capable of integrating technology and teaching effectively. Data were collected through class journals, records of activities carried out by the pre-service teachers, and learning narratives. The analysis was conducted using Discursive Textual Analysis, allowing for the identification of how the pre-service teachers developed and demonstrated the necessary knowledge for teaching with technology. The results indicate that using Scratch and App Inventor provided the pre-service teachers with a better understanding of how to articulate technology and mathematical content in teaching, in addition to stimulating the development of innovative pedagogical strategies. The main contributions of this research lie in the potential to enhance the initial training of mathematics teachers by introducing digital technologies as an integral part of the teaching and learning process. The pre-service teachers who participated in the research reported that the experience helped them reflect on their teaching practices and better understand the challenges of teaching mathematics in a more interactive and realistic manner for students. The study results indicated that the course participants were able to articulate the use of platforms with mathematical content, promoting a constructivist approach and demonstrating a clear understanding of classroom contexts and student needs. Thus, the research achieved its objective of analyzing how pre-service teachers would use these technologies to promote more interactive and meaningful learning, that is, how the manifestation and/or development of TPACK occurred.