Banca de DEFESA: KARINA AGUIAR DE FREITAS SOUZA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : KARINA AGUIAR DE FREITAS SOUZA
DATE: 14/11/2023
TIME: 14:00
LOCAL: UFABC Campus Santo André
TITLE:

TDIC and Mathematics Teaching: A Systematic Mapping of its relationship with Critical Mathematics Education and Education in Science, Technology and Society in Basic Education in the last Ten Years

PAGES: 145
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SUMMARY:

With the exceptional changes occurring in society due to the increasing use of Information and Communication Technologies (ICTs), new students are being required to critically engage in the current sociocultural and sociopolitical context. They also need an education that enables them to navigate their environment effectively, ensuring their proper integration as informed citizens who know how to use Science and Technology appropriately and are concerned about their impact on various aspects of humanity. In this context, the educational aspects known as Critical Mathematics Education (CME) and Education in Science, Technology, and Society (ESTS) become evident. These encompass a more humane, integral, and high-quality education. The convergence of these educational goals is also evident in the potential for ICTs to align with both approaches. Given these considerations, the interest arises to investigate the following question: Can ICT-mediated Mathematics teaching activities offer didactic and pedagogical contributions that foster critical, civic, and humanitarian education for students, aligning with the theoretical principles of CME and ESTS? The researcher needs to analyze whether ICTs in Mathematics education can align with both of these educational trends. Both are essential for higher quality education and prioritize holistic learning, providing fundamental knowledge for the conscious exercise of citizenship. In this context, the objective of this research is to investigate Mathematics education mediated by ICTs, aiming to determine whether their use can provide students with an education rooted in critical thinking, citizenship, and humanism, aligned with the theoretical principles of CME and ESTS. The research employs a qualitative approach, with descriptive goals, and utilizes bibliographic procedures for its development. The aim of this work is not to measure outcomes quantitatively but rather to offer a reflective and subjective interpretation. To achieve its objective, the research analyzed articles found in the SciELO Brazil and Capes Periodicals Portal databases, which discuss Mathematics teaching experiences utilizing ICTs as mediation in Basic Education, according to the defined search criteria. The focus was specifically on analyzing the results achieved by these activities, as noted and described by the authors in the analyzed materials. According to the results, it was observed that the majority of the examined articles present evidence - though not directly predominant in all cases - of alignment with ESTS or CME in their outcomes. Additionally, even though not directly tied to the immediate results of applying ICTs in Mathematics education, a significant portion of the analyzed articles show concern for elements that are in line with ESTS or CME and also acknowledge the importance of these two educational approaches. Therefore, it can be argued that the incorporation of ICTs into Mathematics teaching activities certainly contributes to both ESTS and CME.

COMMITTEE MEMBERS:
Presidente - Interno ao Programa - 1054677 - EVONIR ALBRECHT
Membro Titular - Examinador(a) Externo ao Programa - 2966487 - FRANCISCO JOSE BRABO BEZERRA
Membro Titular - Examinador(a) Externo à Instituição - ISMAR FRANGO SILVEIRA
Membro Suplente - Examinador(a) Interno ao Programa - 2346710 - VINICIUS PAZUCH
Membro Suplente - Examinador(a) Externo à Instituição - MARCIO EUGEN KLINGENSCHMID LOPES DOS SANTOS - UNICSUL