O conhecimento tecnológico de professores: uma investigação por meio da ferramenta pear deck

• Autor(a) principal: Azevedo, Gisely Costa Miranda
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/17176
• topic: Ensino; Ferramentas digitais; Tecnologias móveis; Geometria dos fractais; subject.br-rjbn

The current moment calls for reflection on how technological advancement can enhance knowledge in the classroom, enriching the teaching process. Numerous studies have investigated the integration of technology in education. Thus, the purpose of this research is to address the following question: How do mathematics teachers appropriate the use of digital tools and mobile technologies in a workshop while developing a practice involving the mathematical content of fractal geometry? Based on this question, the overarching objective of the research is to investigate how mathematics teachers appropriate the use of digital tools and mobile technologies in a workshop while developing a practice involving the mathematical content of fractal geometry. To address the research problem and achieve the outlined objectives, our theoretical framework encompasses discussions on the following themes: i) teachers' technological knowledge; ii) communication in the classroom; iii) the digital tool Pear Deck; iv) fractal geometry. Methodologically, a qualitative research design was employed, specifically a case study involving a group of mathematics teachers from the state education system in the municipality of Cachoeiro de Itapemirim, located in the southern region of the state of Espírito Santo, Brazil. Data were collected using a focus group discussion, participant observation, field notes, and a questionnaire. Data analysis employed Bardin's content analysis (1977). The results of this research demonstrated the interest of the participating teachers in learning about fractal geometry and their willingness to incorporate this content into their teaching practices, linked to the use of the Pear Deck tool. In this regard, this work suggests a way for mathematics teachers to approach fractal geometry, integrating it with other mathematical content in the classroom through the utilization of the digital tool Pear Deck. The paths taken throughout this research highlight the interest and necessity of integrating the use of digital technologies in the mathematics teaching process.