Formação continuada de professores de matemática analisada através de um curso em tecnologias digitais

Abstract

This article is part of a master's thesis that aimed to analyze the perceptions, possibilities and challenges of mathematics teachers regarding the use of digital information and communication technologies (DICT) in their didactic-pedagogical practices, from the process of in-service training under the Amazon+ Connected pilot project. From the data emerged three categories, and here we present only the category: Formation and reality from the reflection of the teacher. For the development of this work, the qualitative approach was adopted, having asinstruments of data collection: documented analysis, questionnaire, and semi-structured interview. The results indicate that the training is still far from the real needs of the teachers, because the data show that they were not able to safely take the technological instruments during the training. Another factor is related to the way these formations are planned, without connection between three axes: technology, pedagogy and (mathematical) content. Key-words: Digital Technologies. Mathematics Teachers. Continuing Education