A integração de tecnologias digitais no ensino de cálculo integral: potencialidades, desafios e perspectivas – uma revisão da literatura

Abstract

This research, focused on the teaching and learning processes of Integral content and based on Technological, Pedagogical and Content Knowledge (TPACK), seeks to answer the question: what evidence is present in the literature on the integration of Digital Technologies in the teaching of Integral Calculus, based on the TPACK model, in conceptual understanding and in problem solving by students? In line with the research question, the general objective is to analyze what research developed in Mathematics Education reveals about the articulation between technological, pedagogical and Integral content knowledge. The specific objectives consist of: (i) describing the level of coverage, the mathematical object, the theoretical aspects and the methodological procedures contemplated in the publications related to Integral Didactics in Qualis Capes A1 and A2 journals, as a way to identify new perspectives for deepening and advancing the research developed on the subject; (ii) to reveal the institutional aspects, research participants, objectives, technological knowledge, pedagogical knowledge, knowledge of the Integral mathematical object, methodological strategies and theoretical references contemplated in the scientific production developed in Brazilian stricto sensu postgraduate programs related to Mathematics Education or Mathematics Teaching. It consists of a qualitative research, developed through bibliographic research, defined by literature review, through the reading of articles, dissertations and theses. Among the main results found, it is worth highlighting that the analysis of publications carried out in journals linked to postgraduate programs related to Mathematics Education/Teaching reveals that, although the articles address the teaching and/or learning processes of Integral articulated with Digital Technologies (DT), none of them contemplate TPACK. The results of the analysis of the dissertations and theses indicate that all of them are related to DTs, and reveal the scarcity of research development on Integral using the TPACK theoretical reference. Thus, it can be inferred that the theoretical aspects of TPACK can be used to outline training proposals, which envision the appropriation and use of DTs in teaching practices, including content aimed at Integral teaching.