O uso de softwares no processo de ensino e aprendizagem em matemática: reflexões sobre realidade, contradições e desafios no contexto de uma escola pública da PB

Abstract

The present work aims to investigate the state of implementation of the use of computational software technologies in the classroom in the teaching and learning process in Mathematics. The research is a case study and proposes, through it, to make a cut of the current reality concerning the implementation of these technologies in the classroom in a world where digital inclusion is a reality even for people with few material conditions. The theoretical framework helps to understand the history of the subject and the difficulties faced over the years, and which pedagogical and technical aspects are essential for teachers to have in their knowledge domain in order to be successful in conducting this pedagogical trend in their educational practice. The research continued investigating the reach of technologies in the lives of students and teachers, the training, intentions and practices of teachers in the subject, as well as the support in terms of physical structure for the implementation of such activities. As a result of the study, we identified difficulties of various natures for the implementation of the use of computational technologies in the classroom, such as physical structure problems, such as Internet access, and initial and continued teacher training. Despite frequently socially using technological resources, students do not use these tools in the learning process, especially in Mathematics, failing to take advantage of their potential in this direction, as shown by recent research on the subject.