Aspectos histórico-epistemológicos das tecnologias digitais no Encontro Nacional de Educação Matemática

Abstract

Considering the technological advances and their increasing use as an educational resource, and in order to answer the question, "What historical- epistemological changes are present in Mathematics Education productions with Digital Technologies at the National Meeting of Mathematics Education (in Portuguese, Encontro Nacional de Educação Matemática – ENEM?)", we presented the main historical epistemological changes found in publications on Digital Information and Communication Technologies (DICT) and the teaching of Mathematics throughout the thirteen editions of ENEM, held between the years 1987 and 2019. From the survey of those productions in the event's proceedings, it was possible to identify 729 publications distributed between scientific talks, experience reports, posters, round table discussions, workshops, study groups and lectures. The readings and the summarization of the data allowed us to draw qualitative and quantitative conclusions. Among the quantitative results, we identified the main Brazilian states with participants of the event and the total of presentations and papers. Regarding the qualitative data, we identified the main topics addressed about DICT in ENEM, as well as changes in the focus of researchers over the editions. Our analyses allowed us to identify three different phases of research in digital technologies for mathematics teaching, which we nominate Nucleus of Thinking Styles. In the first nucleus, which corresponds to the five first editions, the focus of the works was on the presentation of digital technologies as pedagogical resources, highlighting computer use. In the second nucleus, which corresponds to the sixth, seventh and eighth editions, there was a change in the focus of publications, which began to present ways of using and proving the benefits of DICT for teaching mathematics. In the third nucleus, which corresponds to the five last editions of the event, the focus of the works changed again, in which the concern became the training of teachers for the interaction with digital technologies in the school environment, in addition to the search for methodologies which allow this interaction. Thus, with the historical-epistemological review, we were capable to understand how the knowledge about DICT for mathematics teaching has developed in ENEM'S thirty-three years.