FORMAÇÃO CONTINUADA EM SERVIÇO E INTEGRAÇÃO CURRICULAR DE TECNOLOGIAS DIGITAIS: ENCONTROS E AULAS DE MATEMÁTICA

Abstract

This master’s research aimed to investigate processes of integrating digital technologies into the teaching of Mathematics that emerged from an in-service continuing education initiative. The data were produced during a professional development action linked to a research project entitled “Integration of Digital Technologies into the Mathematics Curriculum in the Final Years of Elementary School: (Re)thinking Processes.” Accordingly, the study sought to investigate the following question: How do processes of integrating digital technologies into Mathematics teaching occur within an in-service continuing education context? The data were generated through school-based meetings involving two Mathematics teachers from the final years of Elementary School who work in a public school in the municipal network of Campo Grande (MS). The data analysis was grounded in studies on the integration of digital technologies into the curriculum; Technological Pedagogical Content Knowledge (TPACK); and the continuing education of teachers for the use of digital technologies. The analysis indicates that the in-service professional development initiative constituted a space for reflection on teaching practices, providing evidence of the construction of TPACK-related knowledge in Mathematics. This formative process enabled the participating teachers to experiment with new ways of teaching mathematical concepts as they engaged in an initial process of integrating technologies such as apps and software into the Mathematics curriculum for 6th- and 7th-grade classes.