Tecnologias de informação e comunicação no processo de ensino e aprendizagem da matemática no ensino técnico integrado ao nível médio

Abstract

The aim of this dissertation is to present the research developed in the scope of the Master's Degree in Science and Mathematics Education of the Federal University of Mato Grosso (UFMT), based on the fact that in contemporary times, social and cultural possibilities arising from Information and Communication Technologies (ICT), particularly in the education system. Present in the languages of the students, if the teacher does not incorporate them in their practice, will be denying the dialogue with those who are the reason for the existence of all educational systems, and in this sense, authors such as LÉVY (2010), MORAN BELLONI (1999), VALENTE (2003), CASTELLS (2003), Lemos (2002) and other authors who theorize about the process of teaching and learning mathematics at school, among others, reflect on the transformations in teaching and learning processes that these means have provided to learners and educators. In this context, as ICTs establish strong links with Mathematics, Mathematics teachers should construct coherent practices that involve the use of ICT. Inspired by a qualitative approach, the case study was the methodology chosen for conducting the research, using a questionnaire and interview. The subjects of the research were Mathematics teachers, Integrated Technical Courses at the Middle Level of the Federal Institute of Mato Grosso Rondonópolis campus, and the objective was to investigate their use of ICT in the teaching process of mathematics. The research found little clarity among teachers in their conceptions about ICT, the lack of use of softwares and / or programs that could aid in their professional activities, as well as the inability to exploit the potential of ICTs beyond the classroom virtual). However, they believe that the use of technology increases students' interest in math classes, and they facilitate understanding of content.