| Popis: |
Digital technologies can represent new methodological possibilities for the teaching and learning processes of Mathematics. For these possibilities to be beneficial to the pedagogical processes, the teachers involved with the use of such resources must know their potential and functionalities. In order to analyze the possible contributions of a continuing education course for Mathematics teachers on the Scratch software, a qualitative investigation of the case study type was carried out, based on the following problem: what are the possible contributions of a training course of teachers about the Scratch software in the professional performance of the participants? From the observation of an extension course developed in a Research Group on Technologies in Mathematics Education, which had 14 participants, the data of each meeting of the course was recorded, as well as the participation of the course participants. One year after the conclusion of the course, the participants were interviewed to check on their current professional practice, looking for evidence of the course's contributions. To analyze the data, the content analysis method was used. It was possible to identify that the course, more than contributing for the participants to know a differentiated resource for the classroom, made it possible for teachers to become more autonomous in the search for digital technologies that would contribute to the improvement of their students' learning. Collective learning, experienced in a research group, made it possible for these teachers to remain in training and knowledge sharing. |
