Tecnologias da Informação e Comunicação no contexto escolar: os laptops auxiliando na aprendizagem da matemática.

Abstract

It is considered that nowadays access to technology is a reality for students and its use in school could lead to a better understanding of mathematical contents. Based on this thoughts, it was organized the study that aims to investigate the use of laptops in the educational context and the possibilities of learning mathematical operations, in a public school in Bagé city. In this paper, it sought to find the reasons why, although we have high qualitative resources to promote the learning of our students, these seem to us so far from our practices. Thus, it takes into account the benefits that laptops can provide students with the question of socialization. In this perspective, it is necessary the understanding of the meaning of Technologies of Information and Communication as a facilitating resource in the educational process. The use of computer resources is able to provide a restructuring of the relationship between student/teacher, because the development process meets the various individual and collective interests. The adopted methodology was the action-research method in a qualitative approach, in which the issue connects directly to the participative phenomenon. The theoretical references in the approach of this investigation were the proceedings of the cultural-historical theory of Vygotsky. Thus, this research aimed to put the laptops as a resource to support mathematics education, under the perspective of D'Ambrosio, Pierre Lévy, Pedro Demo, and others. Using the educational laptops, the developing of the mathematical contents using existing Internet resources provided socialization, student interaction, inclusion in the digital environment and the understanding of its importance as a social belonging element of subjects. Therefore, there is the observation that laptop use in the classroom brought new possibilities of teaching and learning favoring the promotion of collaborative learning environments, the construction of knowledge and change in teaching practice. In addition, there is a perception that the use of this feature can contribute in the form of teaching and learning. There is a change in the school that it is no longer seen as a unique learning environment of students to turn into an interactive environment, and construction of knowledge.