Experiences of teaching and learning mathematics when operating as digital technologies in college education

Abstract

In any article we search the perception of students not to operate on digital technologies by Mathematics professors in college Education. The empirical field of research is consisted of two graduation groups from a Federal University, both at the beginning of 2015. During the semester the students registered in two forms, in a digital ambience, their impressions on the use of digital technology in mathematics teaching. We used a Collective Subject Discourse (CSD) technique to analyze the records and senses of student failures, which resulted in three collective discourses: “Use of digital technology by the student’s view”, “Culture in the process of teaching”, And “Learning mathematics through digital technologies”. The analysis of these discourses shows that the students perceived the contribution of digital technology in the process of teaching Mathematics in a motivating, powerful and challenging way, and that technological artifacts were not only used as resources to perform tasks, but also to be potentiators of cognitive transformations in mathematical learning. By the research we evidenced like a digital culture without being instituted in the teaching of Mathematics in the graduations.