Professores de matemática portugueses que adotam tecnologias digitais em seus atos curriculares

Marcelo de Oliveira Dias

Resumo


O artigo tem como objetivo compreender os atos curriculares de dois professores de Matemática do Ensino Fundamental de escolas públicas do Distrito de Lisboa, em Portugal, no que se refere ao uso de tecnologias digitais baseadas em reformas recentes no país. O estudo de caso possui viés metodológico qualitativo e foram realizadas análises das falas desses professores, as quais evidenciaram a dinâmica das tecnologias digitais na abordagem da interdisciplinaridade, no âmbito da disciplina Tecnologia da Informação, por meio da Flexibilidade Curricular em matemática e não matemática. contextos matemáticos. Surgiu também a dissonância entre os atos curriculares dos professores, a Educação Matemática e as propostas curriculares em vigor no país, bem como a necessidade de ampliar estudos e pesquisas na área de Alfabetização Digital e Pensamento Computacional, para que possam ser promovidas práticas. que desenvolvem a autonomia e o processo criativo dos alunos.

Palavras-chave


Tecnologias Digitais. Educação Matemática. Reformas curriculares em Portugal.

Texto completo:

PDF (English)

Referências


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DOI: https://doi.org/10.30612/tangram.v3i2.11425

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TANGRAM - Revista de Educação Matemática
e-ISSN: 2595-0967

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