O MIT App Inventor na formação inicial de professores de matemática para o uso de tecnologias digitais no ensino de geometria plana

Abstract

This study aimed to investigate the potentialities and limitations of MIT App Inventor in the initial training of Mathematics teachers for the use of digital technologies in the teaching of Plane Geometry. Given that digital technologies are increasingly broadening the possibilities for teaching and learning Mathematics, their implementation in initial teacher training becomes increasingly important. Regarding the methodology, this study adopted a qualitative and quantitative approach, of an exploratory and descriptive nature. The research was carried out in the course of Computer Science Applied to Mathematics, part of the Mathematics Teaching Degree program (Licenciatura em Matemática) at the Federal University of Paraíba, Campus IV, through a pedagogical workshop aimed at building an application on triangle similarity. The sample consisted of 14 students, who answered an electronic questionnaire containing open and closed questions at the end of the workshop. The responses were analyzed and discussed in light of the TPACK model, which articulates technological, pedagogical, and content knowledge. Regarding the results, it can be concluded that the development of the application favored the integration between mathematical and technological knowledge, facilitating the understanding of geometric concepts and broadening participants' understanding of the pedagogical possibilities of using digital technologies. The results also revealed limitations related to the technological infrastructure of schools, initial difficulties with block-based programming, and the time required for planning activities. It can be concluded that MIT App Inventor presents potential to contribute to the initial training of Mathematics teachers, promoting experiences that integrate technology, content, and pedagogical practice.