Portraits of (absence of) educational practices using TDIC in Mathematics classes in Basic Education

Abstract

The present research, of a qualitative nature, aimed to identify, in the opinion of future Mathematics teachers in initial training, how the educational practice of using Digital Information and Communication Technologies (TDIC) in Mathematics teaching occurred while studying in Basic Education. The subjects, at the time of the research, were taking the first year of the Mathematics Degree course at a public university in Paraná, on four different campuses. For data collection, a questionnaire was answered by 71 subjects and three of them participated in an interview to complement the information. The analyzes were supported by the Discursive Textual Analysis, which culminated in the creation of three categories, one related to the form and difficulties in the use of TDIC, another to the advantages in the use of these resources and the third to reasons pointed out by the subjects for not using digital technologies in their Mathematics classes, as students. The results show that only 14 subjects had contact with TDIC in Basic Education and that among these, 11 consider that the use of these technologies for teaching has brought benefits to their understanding of the contents, turning the classes more dynamic and attractive. The subjects reported that several teachers had difficulties in using the TDIC.