O Uso de Tecnologias Digitais de Informação e Comunicação na Formação de Professores de Matemática: Diálogos entre Teoria e Prática.

Abstract

The continuous evolution of Digital Information and Communication Technologies in society has created a scenario in which it is essential to incorporate them into schools and educational processes. Consequently, prospective teachers need to be adequately equipped to navigate Digital Information and Communication Technologies and use them to enhance teaching-learning processes. This study runs on the premise that integrating Digital Technologies into Mathematics Education not only enriches the training process but also should constitute an integral part of both first and ongoing teacher education. By employing contemporary elements, such integration not only invigorates teaching practices but also significantly enhances the quality of student learning outcomes. The primary aim of this research was to assess the use of Digital Information and Communication Technologies in the preparation of Mathematics teachers within Higher Education Institutions in the Western region of the State of Paraná. To achieve this goal, qualitative research methods were employed, using triangulation with bibliographic, documentary, and field research. The documentary analysis involved examining Pedagogical Projects and curricular matrices of the courses, while the field research used questionnaires and interviews. The collected data were analyzed using Lawrence Bardin's (2016) Content Analysis technique. The findings revealed that Pedagogical Projects indeed emphasize the integration of Digital Technologies in the training programs for Mathematics teachers. However, a deeper exploration of the feelings of coordinators and teachers highlighted that technological training is clear in select disciplines, particularly those focusing on didactics-specific to the interviewed teachers and those necessitating computer use, such as Numerical and Computational Calculus. Despite the encouragement within these disciplines to use Digital Technologies during teaching, it was noted that some Mathematics educators still adhere solely to traditional methodologies, relying on chalk and blackboard for content delivery. It is contended that while traditional methods hold validity, their integration with digital tools offers additional advantages. This integration fosters a more dynamic learning environment, empowering students to construct their understanding while easing visualization and manipulation of various mathematical concepts and content.