As novas tecnologias da informação no processo de transposição didática no ensino da matemática

Abstract

The present research work seeks to reflect on the impacts and the role of new information technologies (ITs) in the conception, planning and teaching of Mathematics. In a social context marked by major changes arising from the influences of these technologies on the pedagogical processes, managers and teachers have the great challenge of appropriating critically and consciously these new tools and, in line with the assumptions contained in the School's Pedagogical Political Project and in the learning objectives outlined in educational planning, outline strategies for a positive and effective use of such technological resources. This teaching performance has the challenge of overcoming the dichotomy identified among teachers, marked by a posture of euphoric acceptance, however little reflected and conscious of ITs, opposed to the denial of the effectiveness of these tools in education. The work presents the undeniable variety and value of information technologies, as facilitators of the complex didactic transposition process in the teaching of Mathematics. These technological instruments are driving dynamics of creative, playful approaches and promoting critical sense, because, if well used, they have the ability to overcome the traditional mechanical and repetitive approach to mathematical content, fostering the investigative sense, the scientific spirit and the protagonism of students. students. Given the immense range of educational software in the field of Mathematics available on the market and the impossibility of addressing a large number of them, we selected to approach, depending on the objectives of this work, the following applications: Jamboard, WinGeom, Winplot, in addition to the EDUMATEC website, built by the Federal University of Rio Grande do Sul (UFRGS), due to its great pedagogical relevance and use by teachers.