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A apresentação deste trabalho dissertativo apresenta resultados referentes à influência da
Tecnologia da Informação e Comunicação (TIC) em ambiente escolar, considerando a sua
aplicação ou ausência em sala de aula, especificamente no ensino na disciplina de matemática.
O Objetivo principal foi buscar evidências referentes à inclusão da TIC em sala de aula,
considerando o processo de transmissão do conhecimento e envolvimento do professor de
matemática, utilizando para isso tecnologia baseada em softwares, programas, computadores,
meios de comunicação ou métodos associados ao processo de ensino-aprendizagem da
matemática. O trabalho de pesquisa buscou responder a questões que influenciam no processo
didático no ensino da matemática, são elas: Qual a influência da TIC no ensino da matemática,
tendo em vista a melhoria dos resultados no aprendizado? A aplicação da TIC contribui para os
resultados do aprendizado da matemática aumentando a qualidade? Dessa forma, foram
elaboradas as seguintes hipóteses de trabalho: 1 - A não utilização da TIC de forma adequada
e inovadora pelo professor tem prejudicado o ensino da matemática. 2 - É possível determinar
qual a influência da TIC no ensino da matemática, tendo em vista possíveis melhorias nos
resultados do aprendizado da matemática.
A coleta de dados foi baseada na busca de informações a respeito da inclusão da TIC em sala
de aula, estruturada de forma que alunos, docentes e gestores tivessem acesso às mesmas
informações do inquérito, diferenciando-se apenas pela particularidade de atuação dentro da
escola, definindo assim o caminho metodológico do trabalho. Através dos dados encontrados
foi possível confirmar as hipóteses de trabalho em relação aos aspectos de inclusão da TIC no
ensino da matemática, determinando a sua influência e as formas de contribuição para seu
aprendizado. Também foram verificadas as influências históricas da gestão, reforçando a sua
importância na busca da qualidade dentro da escola, independente da inclusão da tecnologia na
educação, pois apenas ela, por si só, não garante total eficiência para o processo da educação.
Dessa forma, podemos concluir que a aplicação da TIC no ensino da matemática é
imprescindível para a educação, porém seu rumo deve ser conduzido pelo processo de ensino
aprendizagem, mesmo que a tecnologia seja incluída como fator estratégico.
The presentation of this dissertation work presents results regarding the influence of Information and Communication Technology (ICT) in a school environment, considering its application or absence in the classroom, specifically in the teaching of mathematics. The main objective was to seek evidence regarding the inclusion of ICT in the classroom, considering the process of transmission of knowledge and the involvement of the mathematics teacher, using technology based on software, programs, computers, means of communication or methods associated with the process. teaching-learning of mathematics. The research work sought to answer questions that influence the didactic process in the teaching of mathematics, they are: What is the influence of ICT in the teaching of mathematics, with a view to improving learning outcomes? Does the application of ICT contribute to the results of learning mathematics by increasing quality? Thus, the following working hypotheses were elaborated: 1 - The lack of use of ICT in an appropriate and innovative way by the teacher has hampered the teaching of mathematics. 2 - It is possible to determine the influence of ICT in the teaching of mathematics, in view of possible improvements in the results of learning mathematics. The data collection was based on the search for information regarding the inclusion of ICT in the classroom, structured in such a way that students, teachers and managers had access to the same information as in the survey, differing only by the particularity of performance within the school, thus defining the methodological path of the work. Through the data found, it was possible to confirm the working hypotheses in relation to the aspects of inclusion of ICT in the teaching of mathematics, determining its influence and the forms of contribution to its learning. The historical influences of management were also verified, reinforcing its importance in the search for quality within the school, regardless of the inclusion of technology in education, as it alone, does not guarantee total efficiency for the education process. Thus, we can conclude that the application of ICT in the teaching of mathematics is essential for education, however its course must be guided by the teaching-learning process, even if technology is included as a strategic factor.
The presentation of this dissertation work presents results regarding the influence of Information and Communication Technology (ICT) in a school environment, considering its application or absence in the classroom, specifically in the teaching of mathematics. The main objective was to seek evidence regarding the inclusion of ICT in the classroom, considering the process of transmission of knowledge and the involvement of the mathematics teacher, using technology based on software, programs, computers, means of communication or methods associated with the process. teaching-learning of mathematics. The research work sought to answer questions that influence the didactic process in the teaching of mathematics, they are: What is the influence of ICT in the teaching of mathematics, with a view to improving learning outcomes? Does the application of ICT contribute to the results of learning mathematics by increasing quality? Thus, the following working hypotheses were elaborated: 1 - The lack of use of ICT in an appropriate and innovative way by the teacher has hampered the teaching of mathematics. 2 - It is possible to determine the influence of ICT in the teaching of mathematics, in view of possible improvements in the results of learning mathematics. The data collection was based on the search for information regarding the inclusion of ICT in the classroom, structured in such a way that students, teachers and managers had access to the same information as in the survey, differing only by the particularity of performance within the school, thus defining the methodological path of the work. Through the data found, it was possible to confirm the working hypotheses in relation to the aspects of inclusion of ICT in the teaching of mathematics, determining its influence and the forms of contribution to its learning. The historical influences of management were also verified, reinforcing its importance in the search for quality within the school, regardless of the inclusion of technology in education, as it alone, does not guarantee total efficiency for the education process. Thus, we can conclude that the application of ICT in the teaching of mathematics is essential for education, however its course must be guided by the teaching-learning process, even if technology is included as a strategic factor.
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Tecnologia da informação e Comunicação Disciplina de matemática Sala de aula Transmissão do conhecimento Softwares Ensino-aprendizagem Coleta de dados Formas de contribuição Fator estratégico Information and Communication Technology Mathematics discipline Classroom Knowledge transmission Teaching-learning Data collect Forms of contribution Strategic factor