Conceptions and practices of teaching and learning with Digital Information and Communication Technologies (DICT) in presence major courses of Mathematic

Abstract

This proposal is based on a previous survey on whether the teacher training includes Digital Information and Communication Technologies (DICT), and under which pedagocical paradigm they are articulated. In a previous work, it was contemplated both quantitative and qualitative analysis. First, it was analyzed the curricula of 123 Major courses from the three public universities of Sao Paulo state. After delineating the field by using criteria on training student teachers for basic education using DICT in their undergradution courses, it was analyzed the curricula and pedagogical projects of six courses of Exact Science from one of these universities. The selected university was chosen because it presents the highest percentage of courses involved with TDIC; from these, the Exact Science is the most involved with DICT. Document analysis allowed us to investigate the Math courses for student teachers, which include in their curricula and in the teaching environment the use of new technologies. This gave rise to the following question: how are the student teachers being prepared for using DICT for basic education? To answer this question, we propose here a qualitative research aiming to investigate how student teachers are being trained to use DICT in Math courses in one of the universities of Sao Paulo State. Our research has as specific goals: (1) analyze the interplay between compulsory and optional courses involved with DICT; (2) recognize concepts on teaching and learning of student teachers in the Math courses; (3) investigate the student conception on the use of DICT in basic education; (4) point the teachers and course coordinators on the teaching practice of using DICT for undergraduate students; and (5) investigate whether and in what extent DICT learning practices were present during the undergraduate training. The data will be collected through a questionnaire consisting of open and closed questions to be applied personally, followed by semi-structured interviews. These tools for data collection were chosen because they are well recognized in humanity science and seem to be appropriate for our research. The analyses of the open answers together with the interviews will be made by starting from categories not defined a priori to obtain new and diversified data. Our analyses are supported by theories: on the knowledge necessary for the teacher to use DICT; on the pedagogical approaches to use technologies in the teaching context; on the role of technologies and its use in the education process; on the methodological use of DICT in the classrooms of Math courses; and on the learning state with technologies in undergraduate Math courses. Furthermore, whenever necessary, it will be also considered the educational legislation. The subjects of investigation are students in the last year of the course, the student teachers whose courses include DICT, and coordinators of Math courses from two unities of a university from Sao Paulo State. The data collection has already been authorized by the coordinators of the selected curses. Recent studies confirm the relevance of our research, since they indicate that the training of student teachers for using DICT, although necessary, practically does not occur in most undergraduation curses. (AU)