Tecnologias digitais nas aulas de matemática: uma análise da formação dos professores nas escolas da rede pública de Itumbiara, Goiás.

Abstract

At the present time, society is surrendered to technologies. The integration of these technologies in the educational context has proven increasingly relevant, especially in teaching subjects such as mathematics. In this sense, this research set out to investigate how training in digital technologies could contribute to improving the teaching practice of mathematics teachers. This study was developed in two distinct phases: In the first, it consisted of examining the training of mathematics teachers, specifically regarding the use of technologies; in the second phase, we sought to evaluate teachers' perception regarding the integration and use of technologies in mathematics teaching. The research was based on a quantitative and qualitative approach and was carried out in state schools in the municipality of Itumbiara-Goiás, which included 45 mathematics teachers who responded to questionnaires sent to them via Google Forms link, with targeted questions to the context of perception and training regarding the use of technologies in their pedagogical practice. Regarding the data analysis methodology, the Microsoft Excel software was used to create graphs and tables, while the IBM SPSS Statistics software was valid for conducting inferential analyzes of the results. When analyzing the teachers' responses, it was noticed that they recognize the importance of technologies in teaching mathematics and show a willingness to integrate them. The research points to the need for investments in improvement courses, infrastructure and technology access policies, in addition to ensuring equity in training in relation to teaching gender. It is inferred that guidelines and strategies are necessary to facilitate educators' time allocation, considering the pedagogical demands that make it difficult for them to participate in training courses with digital technologies.