Portuguese mathematics teachers who adopt digital technologies in their curriculum acts

Authors

DOI:

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

Keywords:

Digital Technologies. Mathematics Education. Curricular Reforms in Portugal.

Abstract

The article aims to understand the curriculum acts of two Mathematics teachers of Basic Education in public schools in the District of Lisbon in Portugal, regarding the use of digital technologies based on recent reforms in the country. The case study has a qualitative methodological bias and analyzes of the speeches of these teachers were carried out, which showed the dynamics of digital technologies in the approach of interdisciplinarity, within the scope of the Information Technology discipline, through Curricular Flexibility in mathematical and non-mathematical contexts. It also emerged the dissonance between the teachers' curriculum acts, Mathematical Education and the curricular proposals in force in the country, as well as the need to expand studies and research in the field of Digital Literacy and Computational Thinking, so that may be promoted practices that develop students' autonomy and creative process.

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Author Biography

Marcelo de Oliveira Dias, Universidade Federal Fluminense (UFF)

Possui Licenciatura Plena em Matemática pela Universidade Federal Rural do Rio de Janeiro (2005), Mestrado em Modelagem Computacional/área de Concentração Matemática Aplicada, pela Universidade do Estado do Rio de Janeiro (2008) e Doutorado em Educação Matemática pela Pontifícia Universidade Católica de São Paulo (2012). É Pós doutor em Educação, especialidade  em Didática da Matemática pelo Instituto de Educação (IE) da Universidade de Lisboa (UL)  e em Educação pela  Universidade Federal na Bahia (UFBA). Atualmente é professor Adjunto  da Universidade Federal Fluminense e Docente Permanente do Programa Stricto Sensu de Pós Graduação em Ensino (PPGEn/UFF/INFES) , atuando na Linha de Pesquisa: Práticas Pedagógicas e Formação de Professores.  É líder do Grupo de Pesquisa Currículo e Tecnologias Digitais em Educação Matemática (CTDEM)  e colaborador do Grupo de Pesquisa Tecnologia, Educação e Cognição (TEC). Tem experiência na área de Matemática, com ênfase em Educação Matemática, atuando principalmente nos seguintes temas: a Matemática na estrutura curricular, Educação Comparada, Desenvolvimento do pensamento Geométrico, Tecnologias Digitais e Formação de Professores. É sócio da Sociedade Brasileira de Educação Matemática (SBEM), da Associação Brasileira de Currículo (ABdC) e da  Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPED).

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Published

2020-06-30

How to Cite

Dias, M. de O. (2020). Portuguese mathematics teachers who adopt digital technologies in their curriculum acts. TANGRAM - Revista De Educação Matemática, 3(2), 51–70. https://doi.org/10.30612/tangram.v3i2.11425

Issue

Vol. 3 No. 2 (2020)

Section

Article

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