Inovação Pedagógica e Eficácia no Ensino de Matemática: Uma Análise da Pesquisa-Ação na Integração do Computador no Ensino Fundamental

Resumo

This doctoral thesis addresses the Teaching Practice for the use of computers in the teaching-learning process of Mathematics in Elementary School.1 The research sought to analyze the discrepancy between the potential of Information and Communication Technologies (ICTs) and the actual frequency of their use in Mathematics classes at the Cecília de Godoy Camargo Jornalista State School, in Campinas/SP.1 The methodology used was a mixed approach (Quali-Quantitative), of descriptive exploratory level, operationalized through the modality of Action Research.1 The diagnostic phase, which involved 4 Mathematics teachers, 2 pedagogical coordinators and 28 students, revealed that, although 100% of teachers and students recognized the value of the tool and the existence of the Computer Lab, 45% of teachers reported not using the resource and 96% of students confirmed not having contact with the computer in Mathematics classes.1 The main barriers identified were the teacher unpreparedness for pedagogical use (50%) and technical-operational failures related to insufficient or inadequate equipment and support.1 The central finding of the thesis, resulting from the intervention phase (continuing training followed by practical classes), demonstrated that the use of computers streamlines the teaching process, promoting faster and more solid learning of the content.1 It is concluded that the computer is a possible viability for the quality of Mathematics teaching, as long as there is systematic teacher training and a functional operational environment

Dados da obra

Tipo

Artigo

Periódico

RCMOS - Revista Científica Multidisciplinar O Saber, v. 1, n. 2

Ano

2025 (2025-10-16)

Palavras-chave

computer-assisted mathematics education; ICT in education; primary school mathematics; teacher professional development; teacher readiness; barriers to ICT use; computer labs; educational innovation; teaching effectiveness; educational technology integration

Temas

Formação de Professores de Matemática, Práticas Pedagógicas

DOI

10.51473/rcmos.v1i2.2025.1530

ISSN

2675-9128

Licença

cc-by

Acesso

Em verificação

Fontes

OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026