O Conhecimento tecnológico pedagógico do conteúdo dos professores de Matemática e o uso das tecnologias digitais

Abstract

The development of Technological Pedagogical Content Knowledge (TPACK) is fundamental to teaching Mathematics with technology, allowing teachers to create interactive and dynamic learning experiences, exploring mathematical content more effectively. This study has the general objective of analyzing the impacts of different approaches and methodologies on the process of teaching and learning mathematics. We assume that digital technologies (DT) is not a panacea for education, but that, if well used, it positively integrates the connection with teaching Mathematics. Specifically to investigate the TPACK of mathematics teachers, we defined three specific objectives: (I) to understand the Curriculum and Assessment in the construction of pedagogical-technological knowledge in the process of integrating digital technologies in mathematics classes; (II) to analyze the process of teaching and learning mathematics, using DT to support student-centered pedagogical strategies, meeting diverse and inclusive needs; and (III) to investigate the continuing education needs of Mathematics teachers regarding access to and use of digital technologies in teaching Mathematics. To this end, a qualitative methodological approach was adopted, combining an online questionnaire and semi structured interviews on Google Meet with teachers from different levels of Basic Education in the state network of Minas Gerais. The data collected were analyzed in light of the TPACK theoretical framework, which considers the intersection between knowledge of the specific content of Mathematics, pedagogical strategies and the use of DT, based on the degree of evidence of knowledge for Mathematics teachers. The results show that, although many teachers demonstrate mastery of mathematical content and pedagogical strategies, they still face significant difficulties in effectively integrating DT into their teaching practices. Factors such as inadequate infrastructure, insufficient continuing education, and limited time for planning are highlighted as the main barriers. However, the research also reveals success stories in which the use of DT has enriched the teaching and learning process, enabling more dynamic and interactive approaches. These positive experiences highlight the importance of public policies that encourage specific training in TPACK and the improvement of technological conditions in schools. It is concluded that the development of TPACK is essential for mathematics teachers to fully utilize the potential of DT, promoting more effective education aligned with contemporary demands. The teachers interviewed recognize the potential of DT, but revealed that its integrated use is still a challenge to be overcome. It is recommended that continuing education programs focused on technological integration and the strengthening of technological infrastructure in public schools be implemented.