Um estudo sobre a integração de recursos tecnológicos por um grupo de professores de Matemática

Abstract

Abstract: This paper presents the results of a master's degree research, aiming to comprehend if and how digital technological resources are integrated into the daily professional practices of Math teachers in primary education who attended the 19ª GeoGebra course. The work was developed through qualitative analysis, theoretically based on Professor Romulo Lins's Semantic Fields Model (Lins, 1992, 1999, 2004, 2008, 2012). It included Math teachers who attended the 19ª edition of the GeoGebra course. The data was obtained by semi-structured interviews with the teachers, who were selected via contact and online interaction during the activities in the course. Through a plausible reading, the data analysis presents the production of meaning for the enunciations of the teachers interviewed. The results indicated that the teachers involved are interested in knowing and working with digital technologies and, therefore, pursuing formation courses. However, attending the formation course did not cause any effective change in their practices in the classroom, as per our interpretation of the data. The lack of resources and technical support and teachers' perception regarding the usage of digital technologies in Math teaching are factors incrusted in their relationship with the use of digital technologies in the classroom.

Keywords: Technologies in Math teaching. Teachers’ formation. Semantic Fields Model. GeoGebra course.