FROM BLACKBOARD TO TABLET: EXPLORING THE TRANSFORMATION OF MATHEMATICS EDUCATION
DOI:
https://doi.org/10.61164/rmnm.v5i1.2414Keywords:
Mathematics Teaching, Educational Technology, Active MethodologiesAbstract
This study aims to examine two pedagogical practices that have been incorporated into the teaching of mathematics in Brazil in recent years. We will investigate the evolution of these tools, highlighting how they have influenced the way mathematical knowledge is transmitted and acquired. The central emphasis will be on how digital resources have driven the rise and establishment of interactive and dynamic teaching approaches, providing students with increasingly engaging and customized learning experiences. This reflection is crucial to inspire the creation of more captivating educational approaches and more engaging teaching methods, aiming to enhance the learning and teaching of mathematics. By comprehending the intricacies of these changes, we will be more equipped to construct a future in which technology serves as a primary companion in readying students for the challenges ahead.
References
ALVES, U. G.; ROQUE, S. M.; CARMO, I. R.; NASCIMENTO, V. P. S.; PONDÉ, I. V.; SILVA, J. T. B. Metodologias ativas: docência com inteligência artificial. RECIMA21 Revista Científica Multidisciplina, v. 4, n. 7, p. e473535, 2023. https://doi.org/10.47820/recima21.v4i7.3535
BASILAIA, G.; KVAVADZE, D. Transition to online education in schools during a SARS-CoV-2 coronavirus (COVID-19) pandemic in Georgia. Pedagogical Research, v. 5, n. 4, p. 1-9, 2020. https://eric.ed.gov/?id=EJ1263561
BUTTERWORTH, B.; VARMA, S.; LAURILLARD, D. Dyscalculia: From brain to education. Science, v. 332, n. 6033, p. 1049-1053, 2011. https://doi.org/10.1126/science.1201536
CNN BRASIL. Governo de SP anuncia projeto piloto com inteligência artificial na educação. CNN Brasil, 2024. https://www.cnnbrasil.com.br/educacao/governo-de-sp-anuncia-projeto-piloto-com-inteligencia-artificial-na-educacao/
FERRETE, A. A. S. S.; FERRETE, R. B. A plataforma Khan Academy no ensino de matemática. Interfaces da Educação, v. 12, n. 35, p. 301-323, 2021. https://doi.org/10.26514/inter.v12i35.4775
GANARAJ, K.; ASHWINI, C. S.; RAJATHA; SHETTY, S.; BABITHA. A review of the COVID19 pandemic impact on higher education globally. In: Global higher education and the COVID-19 pandemic. [S.l.]: Apple Academic Press, 2023. p. 259–271. https://doi.org/10.1201/9781003328582-16
GÜNHAN, B. C.; AÇAN, H. The effect of using dynamic geometry software on the success of geometry: A metaanalysis study. Turkish Journal of Computer and Mathematics Education (TURCOMAT), v. 7, n. 1, p. 01–23, 2016. https://turcomat.org/index.php/turkbilmat/article/view/102
HODGES, C. The difference between emergency remote teaching and online learning. EDUCAUSE Review, 2020. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
HOHENWARTER, M. GeoGebra: Ein Softwaresystem für dynamische Geometrie und Algebra der Ebene. 2002. Dissertação (Mestrado em Matemática) - University of Salzburg, Salzburgo, 2002. https://uni-salzburg.elsevierpure.com/en/publications/geogebra-ein-softwaresystem-f%C3%BCr-dynamische-geometrie-und-algebra-
HOHENWARTER, M.; LAVICZ, J.; PREINER, J. Introducing dynamic mathematics with GeoGebra. 1. ed. Berlim: Springer, 2008. https://eric.ed.gov/?id=EJ858171
LIMA, M. G.; ROCHA, A. A. S. As tecnologias digitais no ensino de matemática. Revista Ibero-Americana De Humanidades, Ciências E Educação, v. 8, n. 5, p. 729–739, 2022. https://doi.org/10.51891/rease.v8i5.5513
MARTINS, A. A. P.; LUCENA, I. C. R.; SILVA, M. F. V.; SILVA, F. H. S. Jogos digitais no ensino da matemática: estado do conhecimento (2016 - 2021). REAMEC - Rede Amazônica de Educação em Ciências e Matemática, Cuiabá, v. 12, p. e24011, 2024. https://doi.org/10.26571/reamec.v12.16128
MOREIRA, J. A.; HENRIQUES, S.; BARROS, D. Transitando de um ensino remoto emergencial para uma educação digital em rede, em tempos de pandemia. Dialogia, n. 34, p. 351-364, 2020. https://doi.org/10.5585/dialogia.n34.17123
NOGUEIRA, C. A.; NERY, É. S. S.; BRAGA, M. D. Formação continuada de professores de matemática: um olhar para as metodologias ativas nos processos de ensino e de aprendizagem. Revista Sergipana de Matemática e Educação Matemática, v. 5, n. 2, p. 90–111, 2020. https://doi.org/10.34179/revisem.v5i2.12654
PINTO, M.; LEITE, C. Digital technologies in support of students learning in Higher Education: Literature review. Digital Education Review, n. 37, p. 343–360, 2020. https://files.eric.ed.gov/fulltext/EJ1301647.pdf
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Revista Multidisciplinar do Nordeste Mineiro
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
