Implications of mathematical research in educational space with the instrument of digital technologies

Abstract

This article aims to discuss the potential of a pedagogical practice that inserted smartphones, the social networking site Facebook, the WhatsApp application and the GeoGebra software in Mathematics classes. We present the theoretical contributions of Ponte, Brocardo and Oliveira (2016), Moran and Behrens (2013) and Imbernón (2011). The present qualitative study reports the results of a master's study with a ninth grade class from Elementary School from a public school in the municipality of Rio Grande / RS, from March to December 2016. We adopted the analysis of the data the Discursive Textual Analysis method, proposed by Moraes and Galiazzi (2011). From this process, three metatexts were elaborated, of which we will approach - Technology and Mathematics: a new look at Mathematics that transcends the school walls. In this way, the advances and potentialities perceived in this study showed that digital technologies provided interactions in the online and digital learning spaces, expanding the possibilities of construction of mathematical knowledge, eliciting implications for pedagogical practice and new perspectives for mathematical research inside and outside of the classroom.