Concepções de professores de matemática sobre a inserção das TIC em um contexto de inovações curriculares

Abstract

This article aims to present the conceptions of mathematics teachers, in the current context of curriculum innovations, respecting the use and integration of information and communication technologies (ICT) in the classroom. Data were collected during a master's research developed in a continuous training environment for math teachers, by applying a questionnaire and group discussions. This continuing education project is carried out in the extension project of the Federal University of Sergipe, entitled Mathematics Workshops, currently linked to the Graduate Program in Science and Mathematics Teaching of this university. Therefore, after an analysis of the data, we evidence two types of related data: those that are highlighted as ICT contributions to the teaching process and the reports that point out the challenges encountered in integrating these resources into their planning, characterized as obstacles to be overcome. As a theoretical contribution to encourage discussion, we use authors such as Artigue (1998) and Valente (2005). At the end, we point to the importance of the continuing education spaces that enable the change of practices and conceptions about the integration of these tools in the teacher's planning.Keywords: Information and communication technologies, teacher education, curriculum.