New configurations of the Trigonometry teaching laboratory from the incorporation of technology articulated the history of Mathematics

• Main Author: Pereira, Ana Carolina Costa
• Publication Date: 2021
• Other Authors: Batista, Antonia Naiara Sousa, Oliveira, Gisele Pereira
• Format: Article
• Language: por
• Source: Revista de Ensino de Ciências e Matemática - REnCiMa
• Download full: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3116
• topic: Laboratório de Ensino de Trigonometria; Balhestilha; História da Matemática; Trigonometry Teaching Laboratory; Balhestilha; History of Mathematics; Laboratorio Docente de Trigonometría; Balhestilha; Historia de las Matemáticas

In 2020, education underwent significant changes due to the COVID pandemic 19, reconfiguring the teacher's practice from a face-to-face model, to a remote study (use of digital technologies). This fact resulted in disciplines that initially involved teaching practices in which the student experienced the construction of manipulable materials, planned activities, and performed them in the classroom. This description refers to the subjects that involve the Mathematics and Teaching Laboratories (LME). Thus, this article aims to present a practice of the Teaching Laboratory of Trigonometry (LET), a curricular discipline of the Mathematics degree course at the State University of Ceará (UECE), integrated with the technologies for the study of trigonometric concepts through the crossbow. For this, a theoretical study is presented from the planning and execution of this laboratory practice incorporating Digital Information and Communication Technology (TDIC), in particular, the GeoGebra software, linked to the history of Mathematics. In this context, it is important to note that in these pandemic times, great challenges have been experienced in relation to adaptations of teaching to remote modality, due to the lack of fluency of teachers in initial training for the use of technological resources, which, however, in addition to these conflicts, it is worth noting that the articulation between TDIC and the history of mathematics via CI has been significantly experienced through this practice.