Possibilities of use of Information and Communication Technologies to promote Mathematical Literacy according to guidelines of Curricular Common National Bases (CCNB)

Detalhes bibliográficos
Autor(a) principal: Costa, Mario Jorge Nunes
Data de Publicação: 2022
Outros Autores: Almeida, Josiane Marques Duarte, Reis, Josiane Silva dos, Santos, Maria Jose Costa dos
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/34637
Resumo: Due to the low level of performance in mathematics of Brazilian students and their obsolete teaching, the need arises for pedagogical proposals that promote mathematical literacy. Possibilities for this are in the educational use of Information and Communication Technologies (ICT), with a fun and meaningful teaching. Besides, since 2018, the Curricular Common National Bases (CCNB) has been implemented, which guides directions of the use of ICT for teaching mathematics and discusses literacy topics. Because the CCNB is a subject of researches, the question is what these studies are about the guidelines of the base for the use of ICT to promote mathematical literacy? The investigation presents theoretical support in the ideas mathematical literacy of the CCNB and the possibilities of the using ICT to help the learning of mathematics. Methodologically, it is consists of bibliographical research, according to Lakatos and Marconi, with data extracted from articles available on academic Google, published between 2018 to 2021 and mapped by Textual Discursive Analysis, according to Moraes. The results show that use of technologies can be able to develop literacy skills like communication, representation, reasoning and solving mathematical problems. However, it was observed few theoretical works that relating the use of technologies and mathematical literacy, what could be an indication of gaps between the use of ICT and the development of pedagogical practices or the gap of teacher training for this purpose. For future works it´s suggested to investigate teacher training and experiences of use technologies to build mathematical literacy skills.
id UNIFEI_106d185ffc6c86918a9b7899a6deead7
oai_identifier_str oai:ojs.pkp.sfu.ca:article/34637
network_acronym_str UNIFEI
network_name_str Research, Society and Development
repository_id_str
spelling Possibilities of use of Information and Communication Technologies to promote Mathematical Literacy according to guidelines of Curricular Common National Bases (CCNB)Posibilidades del uso de las Tecnologías de Información y Comunicación para la Alfabetización Matemática de acuerdo con las directrices de la Base Nacional Común Curricular (BNCC)Possibilidades do uso das Tecnologias da Informação e Comunicação para o Letramento Matemático segundo as diretrizes da Base Nacional Comum Curricular (BNCC)CCNBMathematical literacyICTMathematical education.BNCCAlfabetización matemáticaTICEducación matemática.BNCCLetramento matemáticoTICEducação matemática.Due to the low level of performance in mathematics of Brazilian students and their obsolete teaching, the need arises for pedagogical proposals that promote mathematical literacy. Possibilities for this are in the educational use of Information and Communication Technologies (ICT), with a fun and meaningful teaching. Besides, since 2018, the Curricular Common National Bases (CCNB) has been implemented, which guides directions of the use of ICT for teaching mathematics and discusses literacy topics. Because the CCNB is a subject of researches, the question is what these studies are about the guidelines of the base for the use of ICT to promote mathematical literacy? The investigation presents theoretical support in the ideas mathematical literacy of the CCNB and the possibilities of the using ICT to help the learning of mathematics. Methodologically, it is consists of bibliographical research, according to Lakatos and Marconi, with data extracted from articles available on academic Google, published between 2018 to 2021 and mapped by Textual Discursive Analysis, according to Moraes. The results show that use of technologies can be able to develop literacy skills like communication, representation, reasoning and solving mathematical problems. However, it was observed few theoretical works that relating the use of technologies and mathematical literacy, what could be an indication of gaps between the use of ICT and the development of pedagogical practices or the gap of teacher training for this purpose. For future works it´s suggested to investigate teacher training and experiences of use technologies to build mathematical literacy skills.Debido al bajo rendimiento de los estudiantes brasileños en matemáticas y su enseñanza obsoleta, surge la necesidad de propuestas didácticas de alfabetización matemática. Posibilidades para eso están en el uso educacional de las Tecnologías de la Información y Comunicación (TIC), con una enseñanza divertida y significativa. En paralelo, desde 2018, se implanta la Base Nacional Común Curricular (BNCC), que orienta el uso de TIC para la enseñanza de matemáticas y discutí temas de alfabetización. Dado que la BNCC es objeto de pesquisas ¿Se pregunta qué tratan los estudios sobre la base para el uso de las TIC, para favorecer la alfabetización matemática? La investigación presenta sustento teórico en las ideas de alfabetización matemática de la BNCC y sobre las vías de uso de las TIC para ayudar al aprendizaje de las matemáticas. Metodológicamente, es una investigación bibliográfica, según Lakatos y Marconi, de artículos disponibles en Google académico, publicados entre 2018 y 2021, y mapeados por el Análisis Textual Discursivo (ATD), según Moraes. Los resultados revelaron que el uso de tecnologías puede trabajar habilidades de alfabetización como: comunicación, representación, raciocinio y resolución de problemas matemáticos, sin embargo, se observó pocas obras teóricas que tratan de interrelacionar el uso de TIC y la alfabetización matemática, lo que puede representar lagunas entre el uso de tecnologías y el desarrollo de prácticas pedagógicas o falta de formación docente adecuada para este. Para futuros trabajos, se sugiere investigar formación de profesores y experiencias de cómo utilizar tecnologías para construir habilidades de alfabetización matemática.Devido ao baixo desempenho dos estudantes brasileiros em matemática e seu obsoleto ensino, surge a necessidade de propostas pedagógicas que promovam o letramento matemático. Possibilidades para isto estão no uso educacional das Tecnologias da Informação e Comunicação (TIC), com um ensino divertido e significativo. De modo paralelo, a partir de 2018, implanta-se a Base Nacional Comum Curricular (BNCC), a qual orienta o uso de TIC para o ensino de matemática e discute temas de letramento. Visto que a BNCC é assunto de pesquisas, indaga-se o que estes estudos tratam sobre as diretrizes da base para o uso de TIC, para favorecer o letramento matemático? A investigação apresenta suporte teórico nas ideias de letramento matemático da BNCC e nas vias do uso de TIC para auxiliar a aprendizagem de matemática. Metodologicamente, consiste numa pesquisa bibliográfica, segundo Lakatos e Marconi, com dados extraídos de artigos disponíveis no Google acadêmico, publicados entre 2018 e 2021, e mapeados pela Análise Textual Discursiva (ATD), segundo Moraes. Os resultados revelaram que o emprego de tecnologias pode ser favorável para trabalhar competências de letramento do tipo: comunicação, representação, raciocínio e resolução de problemas matemáticos, contudo observou-se a existência de escassos trabalhos teóricos que interrelacionam o uso de TIC e letramento matemático, o que pode representar lacunas entre o uso de tecnologias e o desenvolvimento de práticas pedagógicas ou falta de formação docente adequada para tanto. Para futuros trabalhos, sugere-se investigar formações docentes e experiencias concretas de como empregar tecnologias para trabalhar competências de Letramento Matemático.Research, Society and Development2022-09-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/3463710.33448/rsd-v11i12.34637Research, Society and Development; Vol. 11 No. 12; e326111234637Research, Society and Development; Vol. 11 Núm. 12; e326111234637Research, Society and Development; v. 11 n. 12; e3261112346372525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/34637/29121Copyright (c) 2022 Mario Jorge Nunes Costa; Josiane Marques Duarte Almeida; Josiane Silva dos Reis; Maria Jose Costa dos Santoshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCosta, Mario Jorge NunesAlmeida, Josiane Marques DuarteReis, Josiane Silva dosSantos, Maria Jose Costa dos2022-09-26T11:56:08Zoai:ojs.pkp.sfu.ca:article/34637Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:49:51.714367Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Possibilities of use of Information and Communication Technologies to promote Mathematical Literacy according to guidelines of Curricular Common National Bases (CCNB)
Posibilidades del uso de las Tecnologías de Información y Comunicación para la Alfabetización Matemática de acuerdo con las directrices de la Base Nacional Común Curricular (BNCC)
Possibilidades do uso das Tecnologias da Informação e Comunicação para o Letramento Matemático segundo as diretrizes da Base Nacional Comum Curricular (BNCC)
title Possibilities of use of Information and Communication Technologies to promote Mathematical Literacy according to guidelines of Curricular Common National Bases (CCNB)
spellingShingle Possibilities of use of Information and Communication Technologies to promote Mathematical Literacy according to guidelines of Curricular Common National Bases (CCNB)
Costa, Mario Jorge Nunes
CCNB
Mathematical literacy
ICT
Mathematical education.
BNCC
Alfabetización matemática
TIC
Educación matemática.
BNCC
Letramento matemático
TIC
Educação matemática.
title_short Possibilities of use of Information and Communication Technologies to promote Mathematical Literacy according to guidelines of Curricular Common National Bases (CCNB)
title_full Possibilities of use of Information and Communication Technologies to promote Mathematical Literacy according to guidelines of Curricular Common National Bases (CCNB)
title_fullStr Possibilities of use of Information and Communication Technologies to promote Mathematical Literacy according to guidelines of Curricular Common National Bases (CCNB)
title_full_unstemmed Possibilities of use of Information and Communication Technologies to promote Mathematical Literacy according to guidelines of Curricular Common National Bases (CCNB)
title_sort Possibilities of use of Information and Communication Technologies to promote Mathematical Literacy according to guidelines of Curricular Common National Bases (CCNB)
author Costa, Mario Jorge Nunes
author_facet Costa, Mario Jorge Nunes
Almeida, Josiane Marques Duarte
Reis, Josiane Silva dos
Santos, Maria Jose Costa dos
author_role author
author2 Almeida, Josiane Marques Duarte
Reis, Josiane Silva dos
Santos, Maria Jose Costa dos
author2_role author
author
author
dc.contributor.author.fl_str_mv Costa, Mario Jorge Nunes
Almeida, Josiane Marques Duarte
Reis, Josiane Silva dos
Santos, Maria Jose Costa dos
dc.subject.por.fl_str_mv CCNB
Mathematical literacy
ICT
Mathematical education.
BNCC
Alfabetización matemática
TIC
Educación matemática.
BNCC
Letramento matemático
TIC
Educação matemática.
topic CCNB
Mathematical literacy
ICT
Mathematical education.
BNCC
Alfabetización matemática
TIC
Educación matemática.
BNCC
Letramento matemático
TIC
Educação matemática.
description Due to the low level of performance in mathematics of Brazilian students and their obsolete teaching, the need arises for pedagogical proposals that promote mathematical literacy. Possibilities for this are in the educational use of Information and Communication Technologies (ICT), with a fun and meaningful teaching. Besides, since 2018, the Curricular Common National Bases (CCNB) has been implemented, which guides directions of the use of ICT for teaching mathematics and discusses literacy topics. Because the CCNB is a subject of researches, the question is what these studies are about the guidelines of the base for the use of ICT to promote mathematical literacy? The investigation presents theoretical support in the ideas mathematical literacy of the CCNB and the possibilities of the using ICT to help the learning of mathematics. Methodologically, it is consists of bibliographical research, according to Lakatos and Marconi, with data extracted from articles available on academic Google, published between 2018 to 2021 and mapped by Textual Discursive Analysis, according to Moraes. The results show that use of technologies can be able to develop literacy skills like communication, representation, reasoning and solving mathematical problems. However, it was observed few theoretical works that relating the use of technologies and mathematical literacy, what could be an indication of gaps between the use of ICT and the development of pedagogical practices or the gap of teacher training for this purpose. For future works it´s suggested to investigate teacher training and experiences of use technologies to build mathematical literacy skills.
publishDate 2022
dc.date.none.fl_str_mv 2022-09-16
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://rsdjournal.org/index.php/rsd/article/view/34637
10.33448/rsd-v11i12.34637
url https://rsdjournal.org/index.php/rsd/article/view/34637
identifier_str_mv 10.33448/rsd-v11i12.34637
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/34637/29121
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 11 No. 12; e326111234637
Research, Society and Development; Vol. 11 Núm. 12; e326111234637
Research, Society and Development; v. 11 n. 12; e326111234637
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
_version_ 1797052771588898816

Registros relacionados