As tecnologias digitais como suporte para a leitura e a escrita no ensino de matemática

Abstract

This research was conducted in the city of Doverlândia-GO, with teachers from public schools, and aimed to verify how teachers mobilize mathematical knowledge (or knowledge) in relation to the pedagogical proposal with reading and writing in mathematics classes, using Digital Technologies –TD as supporting tools. The following questions were investigated: what meanings do teachers attribute to the use of Mathematical Writing as a pedagogical instrument? How can the use of writing in mathematics with DT contribute to learning in this discipline? This qualitative research proposed as an educational product, a teacher training course to investigate their own practice on the use of Mathematical Writing in the teaching of Mathematics and had as data collection instrument: questionnaires, interviews, virtual forums, filming and sequences. didactics (using comic books, letters and diaries) prepared by the teachers. The results showed that teachers attribute different meanings when performing activities with the educational resources used, including the meanings of: illustration, complementation, construction of concepts and motivation. It was also identified that they approach reading and writing in mathematics in problem solving, which led them to reflect on the insertion of these pedagogical instruments to assist in their practice. It was also noted interest by teachers to develop work with the TD, however, most of the time, are impossible because of the lack and / or precarious conditions of the computer labs of the schools in which they work.