Mathematics teaching and learning processes in technological environments PEA-MAT/DIMAT

Abstract

This project deals with the interaction of researchers from PUC-Peru and PUC-SP for research on processes of teaching and learning mathematics in technological environments. The project presented here is developed collaboratively by the research groups "Processos de Ensino e Aprendizagem de Matemática" (Teaching and Learning Mathematics Processes) - PEA-MAT, PUC-SP, and "Didactica de las Matemáticas" (Didatics of Mathematics) - DIMAT, which belongs to the "Instituto de Investigación para La Enseñanza de las Matemáticas" (Mathematics Teaching Research Institute) - IREM at PUC-Peru. The initiative aims to analyze both the theoretical point of view as the practical, the issues relating to the complexity of the integration of technological tools for teaching and learning of mathematics in both the Basic School, as at the University. We will try to answer the following main questions: What factors influence the teaching and learning of mathematics with the use of alternative resources, such as technological environments, both in Brazil and Peru? How learning processes are characterized in technological environments? What are the methodological alternatives to investigate the learning processes in these environments? In order to seek answers to these questions we will adopt assumptions of Didactics Engineering of Second Generation and Action Research as methodology. For data collection, we will draw on individual interviews and observation, besides semi-structured questionnaires and participants productions´ records, in order to identify teachers' conceptions of the two countries regarding the mathematical concepts involved (geometry, algebra, combinatory and statistics education). In parallel we will seek to identify the students concepts, also in the two countries, about the same mathematical objects studied with teachers. From a diagnostic, we will define the paths and a proposal for the development of a continuing formation for teachers, and from there, we intend that they build didactic sequences, applying them to their students and analyzing the results. We hypothesized that the use of technological environments facilitates the visualization and perception of properties which with other resources could not be evidenced. We seek to lead teachers to use computing environments in their initial or continued training as tools for construction of conjectures and for solving problems that address the learning of mathematics. (AU)