O uso das TDICS no ensino da matemática em diferentes modalidades: compreensões de licenciandos durante o estágio supervisionado

Resumo

This research investigates the understandings of undergraduate mathematics students regarding the use of Digital Information and Communication Technologies (DICTs) in different teaching modalities during their initial training, with an emphasis on supervised internships. The participants were undergraduate students enrolled in the course "Supervised Internship II: Different Spaces and Modalities," offered in the daytime Mathematics - Bachelor's Degree program at the Federal University of Santa Maria (UFSM). The theoretical framework is anchored in Vygotsky's Historical-Cultural Theory (2002), articulating with references on teacher training and DICTs. The methodology adopts a qualitative approach, and the data were produced during the second semester of 2024, based on meetings with undergraduate students, through audiovisual and written records, observations, field diary and notes made by the researcher, in addition to experiences lived during pedagogical visits. For the analysis, the data were organized into axes, episodes, and scenes, as proposed by Moura (2000). The data analysis allowed for the identification of three axes of analysis: 1) Understanding the cultural context and school realities; 2) Teacher training and mobilization of knowledge for the use of ICTs; 3) ICTs as instruments with mediating potential in pedagogical practice. The first axis aims to highlight how future teachers interpret the use of ICTs in different teaching modalities. The participants' statements indicate that the reality of the institutions – marked by differences in infrastructure, access, and pedagogical support – conditions the use of ICTs. The second axis focuses on the analysis of the experiences lived by the undergraduate students and their contribution to the construction of knowledge about the pedagogical use of ICTs. It was observed that the training process contributed to broadening understandings about technologies in mathematics teaching. The third axis sought to understand the conceptions of pre-service teachers regarding ICTs as instruments with mediating potential in the teaching and learning process. The analyses showed that future teachers perceive digital technologies as having the potential to foster interaction, the development of concepts, and the creation of more dynamic and contextualized practices in mathematics teaching. Finally, it is highlighted that the initial training allowed pre-service teachers to broaden their understanding of the pedagogical use of ICTs in different contexts and teaching modalities, recognizing that access and intentionality are determining factors for future teaching practices.

Dados da obra

Tipo

Dissertação (mestrado)

Instituição

UFSM

Ano

2025

Idioma

pt

Palavras-chave

Tecnologias Digitais da Informação e Comunicação (TDICs); Formação de professores; Educação matemática; Estágio supervisionado; Teoria histórico-cultural; Digital Information and Communication Technologies (TDICs); Teacher training; Mathematics education; Supervised internship; Historical-cultural theory; CNPQ::CIENCIAS HUMANAS::EDUCACAO

Temas

Formação de Professores de Matemática, Práticas Pedagógicas, Tecnologias Digitais

Handle

http://repositorio.ufsm.br/handle/1/37212

Acesso

Texto completo na fonte

Fontes

BDTD/IBICT

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026