TEACHER EDUCATION AND DIGITAL TECHNOLOGIES IN MATHEMATICS EDUCATION: TENSIONS, APPROPRIATIONS, AND PEDAGOGICAL RE-SIGNIFICATIONS
DOI:
https://doi.org/10.56238/arev8n5-085Keywords:
Digital Technologies, Mathematics Education, Teacher Education, Pedagogical Practices, Educational InnovationAbstract
Considering that the incorporation of digital technologies in Mathematics education has been widely advocated as a strategy for pedagogical innovation, yet still reveals tensions in everyday school contexts, this study analyzes how Mathematics teachers appropriate these technologies in their teaching practices. The objective is to understand the educational, cultural, and institutional factors that influence the integration of digital resources into the teaching and learning process, problematizing the idea of technological neutrality and its pedagogical implications. To this end, a qualitative and interpretative research approach was adopted, grounded in critical perspectives on education and technology, using semi-structured interviews with Basic Education teachers and observations of pedagogical practices mediated by digital technologies. Thus, it is observed that, although teachers recognize the potential of technologies to enhance interactivity, the visualization of mathematical concepts, and student participation, challenges related to pedagogical insecurity, insufficient continuing education, and structural limitations within schools still persist. Furthermore, it is verified that the meaningful integration of technologies requires changes in teaching conceptions, overcoming merely transmissive practices. It is concluded that more contextualized, critical, and continuous teacher education policies are essential to foster innovative, inclusive, and socially responsive pedagogical practices in Mathematics education.
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References
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