TECNOLOGIAS MÓVEIS NA FORMAÇÃO INICIAL DOS PROFESSORES: POSSIBILIDADES NO ENSINO DA TABUADA

• Autor(a) principal: ROSA, Camila Dorneles da
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional Universidade Franciscana
• Texto Completo: http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/736
• topic: Multiplicação; Teoria dos Campos Conceituais; Ensino de Matemática; Matemática para Séries Iniciais.; Ciências e Matemática

This study was developed in the Post Graduate Program in Science and Mathematics Teaching of the Franciscan University – UFN, in the research line “Teacher’s formation in Sciences and Mathematics”. The purpose of this study was to analyze the importance and contributions of the use of mobile technologies as a pedagogical resource for the teaching of the multiplication table. With the advent of mobile technologies easily accessible and used by the population of all age groups and social strata, we sought to work on multiplication so that technology could be present and help in this teaching process. After all, with the expansion of mobile technologies, especially smartphones, it is essential that teachers understand how to use these technologies in the classroom. To base this research theoretically, we chose to work with Gérard Vergnaud's Theory of Conceptual Fields (TCC). She proposes that teachers should create situations and problems for students whenever possible, making a connection with everyday life. Thus, we propose a sequence of activities with the use of mobile technologies to be developed with scholars of the sixth semester of the course of Pedagogy, Franciscan University - UFN. The results of this work point out that the use of mobile technologies as a pedagogical resource can contribute to the teaching of the multiplication table, so that this process becomes more dynamic and fun for students, participating more actively in the activities proposed by the teacher. After analyzing the answers of the research subjects, we showed that they did not use mobile technologies as a pedagogical resource, but for entertainment purposes. With this, we conclude that the research contributed to the initial formation of these graduates, because we present digital resources that can be used in teaching the multiplication table.