Lousa digital interativa para o ensino de matemática nos anos iniciais: possibilidades na formação docente

Abstract

Interactive whiteboards are devices whose pedagogical potential can be exploited by teachers for the teaching of Mathematics in the early years of elementary school. Currently, the spheres of the federal, state and local governments are in the process of distributing interactive whiteboards to public schools in Brazil. Through the use of digital resources, which are called learning objects, these devices enable interaction and interactivity in the classroom. However, specific teaching knowledge is required so that teachers are able to develop pedagogical practices that integrate the use of this technology with mathematical content. Through the implementation of a continuing education course for the teaching of Mathematics, this research aims to investigate and to identify the teaching knowledge necessary for the use of interactive whiteboards in class. The course was offered to seven teachers from second-year classes of primary education in public schools in Ibipora, Parana, and data was collected through audio, video recordings and questionnaires. During the course, teachers created activities and lesson plans that were applied in their own classes at the end of the course. By analysing the development of these classes in loco, this research highlights the teaching knowledge evidenced by the teachers when teaching Mathematics through the use of interactive whiteboards. Among them all, we draw special attention to the Technological Pedagogical Content Knowledge (TPACK), which needs to be developed by teachers and future teachers from their initial formation through specific subjects for the use of technologies in the teaching of Mathematics.