The use of digital technologies in teaching mathematics: resources, perceptions and challenges

Abstract

With the advancement of digital technology, some educational institutions such as schools and universities have rethought their values ​​and teaching practices. A research study was carried out with students from the Federal University of Rio Grande - FURG, a degree in Mathematics, enrolled in the discipline of Applied Technologies to Mathematics Education I. During the course one of the activities the students talked with twelve teachers of public schools, on their pedagogical practice and the presence of digital technologies in the spaces of performance and produced reports, with the aim of understanding the pedagogical accomplishment of Basic Mathematics teachers linked to the use of digital technologies. From the records generated for analysis we used the Discursive Textual Analysis (ATD) in order to understand the phenomenon investigated through the discourses produced. In this study, three categories emerged from ATD: resources used by teachers, perceptions about the use of digital technologies (TD) and challenges in teaching mathematics. From these three categories, it was noticed that the main resources used by the teachers interviewed have been the didactic book and the internet for research of concepts. Among the main perceptions and challenges is the continuing education focused on the use of digital technologies. However, it is necessary to rethink the resources used in the classroom, as well as to create alternatives that meet the needs of the subjects involved and immersed in a technological culture and thus contribute to significant changes in teaching in the current scenario.