The integration of technology in math class and your evaluation process: a preliminary study on the perceptions of teachers multipurpose

Abstract

The aim of this work is to investigate the perceptions of two teachers from the early years on the insertion of technology into the teaching processes in mathematics classes as well as on the evaluation that make this process. The context is an experiment carried out in a private school in the city of São Paulo, involving the use of a digital technological application. Both the subject and the environment investigated are elements of a research project linked to the training of teachers that intends to provide subsidies for a PhD thesis in Mathematics Education. The theoretical references explore the ideas coming from a proposal known as Technological Pedagogical Content Knowledge (TPACK), especially those that propose a conceptual framework for educational technology in integration with its didactic and content equivalents, that is, an integrated conception of these three aspects. The research, with a qualitative approach, in the stage presented here, brings as a questionnaire instrument, from which it was possible to identify, preliminarily, that the teachers still position the knowledge related to technology as disconnected elements in relation to the list of other knowledge necessary to the work, assigning to this component a secondary role, designed to motivate and sharpen students' curiosity. On the other hand, it was possible to envisage that due to a new practice and the evaluative process of the same, new teachers' mediations can constitute the bases discussed here

Keywords: training of teachers who teach mathematics; technologies for teaching mathematics; TPACK; evaluation process; new mediations