Linguagem digital e interativa no ensino de matemática: entre debates e reflexões

Abstract

This article presents debates and reflections on the interactive digital whiteboard (LDI) in teaching and in the praxis of Mathematics teachers. In this perspective, an panorama of this technological interface in the Brazilian educational scenario from 2002 to 2017 was developed, according to the repositories of the Capes Thesis and Dissertations Bank and the Brazilian Digital Library of Theses and Dissertations (BDTD). Thus, the present research is of the bibliographic type, delimiting itself in a study nominated "state of knowledge". We used Castells (1999) as theoretical reference, Belloni (1999), and Fiorentini and Lorenzato (2012). Based on this research, we find that the greatest interest in the theme comes from master's programs, not presenting any production with the theme at the doctorate level, in that period of fifteen years. In addition, we noticed that there is a greater number of centralized researches in the Southern Region, a fact evidenced due to the investment, mainly, of the Government of the State of Paraná, as well as by the municipalities for the incorporation of this technological interface in classrooms, gradually reflecting a change in the construction of mathematical knowledge.