Digital technologies in Mathematics curricula and professional practices of brazilian and Portuguese teachers

Detalhes bibliográficos
Autor(a) principal: Dias, Marcelo de Oliveira
Data de Publicação: 2022
Tipo de documento: Artigo
Idioma: eng
por
Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4377
Resumo: This article intends to try to understand the curriculum acts of two Mathematics teachers of Basic Education from public schools in the District of Lisbon in Portugal and two teachers from the Municipal network of the city of Rio de Janeiro in Brazil about the use of digital technologies from recent curriculum reforms in countries. The case study has a qualitative methodological bias and analyzes of the discourses of these teachers were carried out, which showed the dynamics of digital technologies in the approach to interdisciplinarity through curriculum flexibility in contexts of mathematical and non-mathematical practices. The dissonance between the teachers' curriculum acts, Mathematics Education and the current curriculum proposals in the countries emerged, as well as the need to expand studies and research in the scope of Digital Literacy and Computational Thinking, so that practices are promoted that develop students' autonomy and creative process.
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spelling Digital technologies in Mathematics curricula and professional practices of brazilian and Portuguese teachersTecnologías digitales en los currículos de Matemáticas y prácticas profesionales de profesores brasileños y portuguesesDigital TechnologiesCurriculum ActsCurriculum Reforms in Brazil and PortugalTecnologías DigitalesActos CurricularesReformas Curriculares en Brasil y PortugalThis article intends to try to understand the curriculum acts of two Mathematics teachers of Basic Education from public schools in the District of Lisbon in Portugal and two teachers from the Municipal network of the city of Rio de Janeiro in Brazil about the use of digital technologies from recent curriculum reforms in countries. The case study has a qualitative methodological bias and analyzes of the discourses of these teachers were carried out, which showed the dynamics of digital technologies in the approach to interdisciplinarity through curriculum flexibility in contexts of mathematical and non-mathematical practices. The dissonance between the teachers' curriculum acts, Mathematics Education and the current curriculum proposals in the countries emerged, as well as the need to expand studies and research in the scope of Digital Literacy and Computational Thinking, so that practices are promoted that develop students' autonomy and creative process.Este artículo pretende tratar de comprender los actos curriculares de dos profesores de Matemáticas de Educación Básica de escuelas públicas del Distrito de Lisboa en Portugal y dos profesores de la Red Municipal de la ciudad de Río de Janeiro en Brasil con respecto al uso de tecnologías digitales de las reformas curriculares recientes en los países. El estudio de caso tiene un sesgo metodológico cualitativo y se realizaron análisis de los discursos de estos docentes, los cuales mostraron la dinámica de las tecnologías digitales en el abordaje de la interdisciplinariedad a través de la flexibilidad curricular en contextos de prácticas matemáticas y no matemáticas. Surgió la disonancia entre los actos curriculares de los docentes, la Educación Matemática y las propuestas curriculares vigentes en los países, así como la necesidad de ampliar los estudios e investigaciones en el campo de la Alfabetización Digital y el Pensamiento Computacional, para que se promuevan prácticas que desarrollen a los estudiantes autonomía y proceso creativo.Editora Cruzeiro do Sul2022-12-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/437710.26843/rencima.v13n6a15Revista de Ensino de Ciências e Matemática; v. 13 n. 6 (2022): dec.; 1-222179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSengporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/4377/1882https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4377/1883https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessDias, Marcelo de Oliveira2022-12-05T00:23:18Zoai:ojs.pkp.sfu.ca:article/4377Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2022-12-05T00:23:18Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv Digital technologies in Mathematics curricula and professional practices of brazilian and Portuguese teachers
Tecnologías digitales en los currículos de Matemáticas y prácticas profesionales de profesores brasileños y portugueses
title Digital technologies in Mathematics curricula and professional practices of brazilian and Portuguese teachers
spellingShingle Digital technologies in Mathematics curricula and professional practices of brazilian and Portuguese teachers
Dias, Marcelo de Oliveira
Digital Technologies
Curriculum Acts
Curriculum Reforms in Brazil and Portugal
Tecnologías Digitales
Actos Curriculares
Reformas Curriculares en Brasil y Portugal
title_short Digital technologies in Mathematics curricula and professional practices of brazilian and Portuguese teachers
title_full Digital technologies in Mathematics curricula and professional practices of brazilian and Portuguese teachers
title_fullStr Digital technologies in Mathematics curricula and professional practices of brazilian and Portuguese teachers
title_full_unstemmed Digital technologies in Mathematics curricula and professional practices of brazilian and Portuguese teachers
title_sort Digital technologies in Mathematics curricula and professional practices of brazilian and Portuguese teachers
author Dias, Marcelo de Oliveira
author_facet Dias, Marcelo de Oliveira
author_role author
dc.contributor.author.fl_str_mv Dias, Marcelo de Oliveira
dc.subject.por.fl_str_mv Digital Technologies
Curriculum Acts
Curriculum Reforms in Brazil and Portugal
Tecnologías Digitales
Actos Curriculares
Reformas Curriculares en Brasil y Portugal
topic Digital Technologies
Curriculum Acts
Curriculum Reforms in Brazil and Portugal
Tecnologías Digitales
Actos Curriculares
Reformas Curriculares en Brasil y Portugal
description This article intends to try to understand the curriculum acts of two Mathematics teachers of Basic Education from public schools in the District of Lisbon in Portugal and two teachers from the Municipal network of the city of Rio de Janeiro in Brazil about the use of digital technologies from recent curriculum reforms in countries. The case study has a qualitative methodological bias and analyzes of the discourses of these teachers were carried out, which showed the dynamics of digital technologies in the approach to interdisciplinarity through curriculum flexibility in contexts of mathematical and non-mathematical practices. The dissonance between the teachers' curriculum acts, Mathematics Education and the current curriculum proposals in the countries emerged, as well as the need to expand studies and research in the scope of Digital Literacy and Computational Thinking, so that practices are promoted that develop students' autonomy and creative process.
publishDate 2022
dc.date.none.fl_str_mv 2022-12-04
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4377
10.26843/rencima.v13n6a15
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4377
identifier_str_mv 10.26843/rencima.v13n6a15
dc.language.iso.fl_str_mv eng
por
language eng
por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4377/1882
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4377/1883
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Editora Cruzeiro do Sul
publisher.none.fl_str_mv Editora Cruzeiro do Sul
dc.source.none.fl_str_mv Revista de Ensino de Ciências e Matemática; v. 13 n. 6 (2022): dec.; 1-22
2179-426X
reponame:Revista de Ensino de Ciências e Matemática - REnCiMa
instname:Universidade de Caxias do Sul (UCS)
instacron:UCS
instname_str Universidade de Caxias do Sul (UCS)
instacron_str UCS
institution UCS
reponame_str Revista de Ensino de Ciências e Matemática - REnCiMa
collection Revista de Ensino de Ciências e Matemática - REnCiMa
repository.name.fl_str_mv Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)
repository.mail.fl_str_mv ||rencima@cruzeirodosul.edu.br
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