Navegando por Assunto "Digital literacy"

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Formação de professores com software de geometria dinâmica: conhecimentos para a docência mediados por tecnologia.
(Universidade Federal do Pará, 2023-06-01) FREITAS, Cláudio Lopes de; MANFREDO, Elizabeth Cardoso Gerhardt; http://lattes.cnpq.br/5159121717599196; https://orcid.org/0000-0002-5391-0097
The research problematizes the training of teachers who teach mathematics in the early years of elementary school for the use of dynamic software in teaching geometry. It aimed to analyze the contributions of a continuing education course, mediated by the GeoGebra software, to mobilize pedagogical and technological knowledge of mathematical content among teachers in the initial years of Elementary School. The theoretical basis of the study followed, among other references, the contributions of the Technological Pedagogical Content Knowledge model, which challenges thinking about teacher training in the articulation of the knowledge necessary for a pedagogical practice using digital technologies. The course analyzed was offered in the first semester of 2022, online, with synchronous and asynchronous activities, with 19 students. The investigation follows the methodology of a qualitative case study, from a research-training perspective. The data collection instruments included the application of 3 questionnaires, the field diary and the recording and transcription of the course participants' interventions during the meetings. Data processing used procedures appropriate to the nature of the information collected. In quantitative analyses, descriptive statistics were used, and in qualitative analyses, Content Analysis was used, with the support of the free software IRaMuTeQ. The results indicate that the training reached teachers with a lot of experience in the initial years and interested in improving their training in the area of mathematics and technology, some even completed more than one undergraduate degree or attended postgraduate studies. Despite this, they indicated initial and continued training as limited with regard to mathematical and digital knowledge, especially about teaching mathematics to children. The results also demonstrated that course participants had greater difficulties with the contents of flat figure transformations (isometric and homothetic), exactly those that most demand the use of digital resources, limiting the exploration of these contents to the textbook. In general, gaps were observed in terms of digital literacy among course participants who demonstrated different feelings and insecurities regarding the use of technologies in teaching. After the training, participants assessed that the course showed them the possibility of integrating technology with other manipulative resources already used. They also indicated the improvement of feelings regarding technologies and the expansion of different knowledge during training, corroborating that a course on technology in teaching mathematics is not limited to mere instrumental training. Finally, the conclusions of the study indicated the need to propose a GeoGebra course aimed at teachers who teach mathematics in the initial years, with an educational product being developed to meet this need.
Acesso aberto (Open Access)
Práticas e formações de professores de matemática no ensino remoto: letramento digital como desafio no pós-pandemia
(Universidade Federal de Mato Grosso, 2022-04) FREITAS, Claúdio Lopes de; CUNHA, Débora Alfaia da; MANFREDO, Elizabeth Cardoso Gerhardt
The COVID-19 pandemic context became an opportune moment to debate technological training of teachers and the practice of teaching in virtual environments. Thus, study aim was to highlight learning and teaching aspects and teachers’ digital literacy who taught mathematics in Basic Education during emergency remote teaching. This is characterized as exploratory research, with convenience and non probability sampling, following a mixed approach, with qualitative and quantitative data. Data collection took place with the application of digital questionnaires for mathematics teachers who performed remote teaching activities, in school year 2020 and part of 2021. Answers were obtained from 70 teachers. Results emphasizes the use of several strategies by teachers to face remote education demands, as well as their own investments to purchase equipment. Low digital literacy of most teachers was faced with an autonomic search for qualification and adherence to the packages of large technology companies, underlining the absence of departments and educational institutions in training for remote classes. It is concluded that the remote teaching of mathematics was, many times, a solitary teacher’ challenge, assuming the financial and formative burden to obtain some success. Despite individual efforts, digital teaching literacy still imposes itself as a political agenda to be faced in the post-pandemic.