To make it emerge in the action of university teaching: comprehensions about learning mathematics in a digital culture

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.