A mobilização de conhecimentos tecnológicos, pedagógicos e de conteúdo na Modelagem Matemática com Tecnologias Digitais

Abstract

The integration of digital technologies in education requires that, beyond content knowledge, teachers incorporate these technologies in a multifaceted way with methodologies that connect teaching to students' contexts, such as Mathematical Modeling. This need gives rise to theoretical implications that support the Technological and Pedagogical Content Knowledge (TPACK) model, which emphasizes the interrelationships among teachers' knowledge of technology, pedagogy, and content, along with the contextual knowledge that guides pedagogical practice. This study aims to understand the possibilities, limitations, and challenges involved in mobilizing technological, pedagogical, content, and contextual knowledge by mathematics teachers when developing Mathematical Modeling practices with digital technologies. We assume that technology, when experienced pedagogically and aligned with defined learning objectives that focus on the mobilization and appropriation of knowledge, can enhance mathematics teaching of mathematics through Mathematical Modeling. Based on this, the following question is posed: In the professional development of teachers who teach mathematics through Mathematical Modeling with digital technologies, what teaching knowledge needs to be mobilized? The investigation adopted a qualitative and multi-methodological approach, using a multi-paper format comprised of four articles with complementary functions in the analytical process. The first article systematizes and characterizes TPACK knowledge, providing the theoretical foundation for understanding the knowledge mobilized in teaching mathematics with digital technologies. The second maps research on TPACK in mathematics education, highlighting trends, recurring themes, predominant technologies, and gaps, especially in the context of initial and continuing teacher education. The third develops a conceptual articulation between Mathematical Modeling and digital technologies, explaining, through an interweaving framework, how the phases of Mathematical Modeling and digital technologies are connected in the mobilization of TPACK knowledge, linked to students' contexts. The fourth article analyzes continuing education in Mathematical Modeling with digital technologies and highlights processes of appropriation and mobilization of this knowledge, shaped by contextual factors. In summary, it is argued that the professional development of mathematics teachers is structured in light of TPACK, through the dynamic and reflective integration of technological, pedagogical, content, and contextual knowledge, in which Mathematical Modeling, as a pedagogical practice, enables the re-signification of instrumental understandings of digital technologies toward intentional and contextualized pedagogical integration in mathematics teaching.