Um estudo sobre conhecimentos tecnológicos emergentes de aulas de professores de matemática no ensino médio
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Data
2025-08-18
Autores
Pereira, Thiago Alves Martins Pereira
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Universidade Federal do Espírito Santo
Resumo
This research aimed to identify Technological Pedagogical Content Knowledge (TPACK) that emerges from the practices of two high school mathematics teachers when using Information and Communication Digital Technologies (ICDT) in the classroom. This is a qualitative case study, theoretically grounded in the TPACK framework, which integrates pedagogical, technological, and content knowledge, and also dialogues with philosophical reflections on technique. Data were collected through semi-structured interviews, participant observations, classroom recordings, lesson plan analyses, and questionnaires. The analysis was inspired by content analysis technique, considering the relationships between intersections of teacher knowledge and the digital competencies required for teaching practice. The results show that, although the teachers demonstrated technical proficiency with some digital tools, the effective mobilization of three-dimensional knowledge, as proposed by the TPACK model, still faces challenges related to teacher training, planning time, and school infrastructure. This study contributes by highlighting the complexity of integrating ICDT into teaching and by pointing to paths for more contextualized teacher education, fostering critical and creative use of technology in mathematics education
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TPACK , Conhecimento tecnológico , Tecnologia no ensino de matemática. , Technological knowledge , Technology in mathematics education