Alguns aspectos da disciplina recursos computacionais no ensino de matemática no PROFMAT e sua aplicabilidade em sala de aula

Abstract

Bearing in mind that despite the educational indexes of external evaluation having improved a little in our state in the last years with regard to the quality of education in mathematics, we still have great challenges so that this discipline is really taught in a more attractive and acceptable way by our students. Thus, we seek through the professional master's program in mathematics PROFMAT, more specifically within the discipline of Computer Resources, new ways to adapt teaching to this new student profile that is increasingly integrated with new technologies and less and less interested in traditional methods education. Thus, public policies emerge having as one of the objectives to train teachers to use computational resources that use digital information and communication technologies-TDIC in basic education. This research aimed to investigate the perceptions, possibilities and challenges of mathematics teachers regarding the use of computational resources from academic training within PROFMAT. The theoretical bases of this research are anchored in: conceptual tendency, which permeates continuing education ; GHEDIN, 2012), digital information and communication technologies (KENSKI, 2012; MISHRA; KOEHLER, 2006) and learning using TDIC (BORBA, 2010; 2013). For the development of this work, the qualitative approach was adopted, having as instruments of data collection: the documentary analysis, questionnaire and some questions seeking the personal opinion of these master students who will be new masters in a semi-structured interview. The Masters of PROFMAT at the Manaus-Am center hosted by UFAM, who are also mathematics teachers in public schools in the state of Amazonas, participated as research subjects. The data analysis was based on the Content Analysis technique proposed by Bardin (2011). The results obtained indicate that the acceptance of the contents and knowledge obtained by the students are very valid and when these resources are applied in the classroom for the students, the acceptance on the part of the students, who are the final research objective of our work, has been very positive, including considering a discipline like this indispensable in the undergraduate courses in Mathematics offered in Amazonas. We realize that the Government in general has taken steps to ensure that computational resources are offered in state schools, but that these efforts can be improved. Factors such as lack of physical structure, absence of materials such as notebooks, tablets and others, are factors that hinder students in some way also using these resources. There is also a lack of training courses, either extension or continuing, so that our education professionals are trained to use these resources in the classroom, making their classes more interesting and attractive. We perceive that teachers conceive learning possibilities such as the use of DICT, however, they find it difficult to use these in their didactic-pedagogical practices, mainly due to the following factors: available time of the teacher, lack of infrastructure and poor quality of the internet in schools .