O fazer emergir na ação da docência universitária: compreensões sobre o aprender matemática em uma cultura digital

Daniel da Silva Silveira; Daniele Amaral  Fonseca; Andressa Escobar  Machado

doi:10.33361/RPQ.2021.v.9.n.20.417

Authors

Daniel da Silva Silveira Universidade Federal do Rio Grande - FURG https://orcid.org/0000-0002-1195-2117
Daniele Amaral Fonseca Universidade Federal do Rio Grande (FURG)
Andressa Escobar Machado Universidade Federal do Rio Grande (FURG)

DOI:

https://doi.org/10.33361/RPQ.2021.v.9.n.20.417

Abstract

This article aims to discuss the comprehensions of Mathematics teachers in relation to the use of digital technologies in the formation process in Higher Education. The research was composed of nine Mathematics professors from the Institute of Mathematics, Statistics and Physics (IMEF) of a Federal Public University. The research was structured through a qualitative approach, is based on the explanatory path of parenthetical objectivity in Maturana’s perspective, considering the researchers as implied observers and using the Collective Subject Discourse technique to analyze the records produced from an online questionnaire, which resulted in discours denominated: “The learning Mathematics enactioned in teaching by digital technologies”. This article allowed to conclude that different experiences of manipulation and reflection on the operation of digital technologies instigate the teachers to experiment, do and interact, which allows to signify and to learn Mathematics.

Keywords: Learning; Mathematics teachers; Digital Technologies.

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Author Biography

Daniel da Silva Silveira, Universidade Federal do Rio Grande - FURG

Doutor em Educação em Ciências pela Universidade Federal do Rio Grande - FURG. Professor do Instituto de Matemática, Estatística e Física e do Programa de Pós-Graduação em Educação em Ciências da FURG.