Estratégias didáticas com uso de diferentes tecnologias: reflexões e avanços de um grupo de professores em uma formação sobre cônicas

Abstract

This thesis investigated the ways in which a collaborative study group, formed by Mathematics teachers of Basic Education, creates possibilities for the redefinition of the notion of conics, based on the use of didactic strategies with different technologies. The chosen virtual environment was the Zoom platform, where the four teachers, research subjects, participated in four meetings, in which discussions about conics were held, in their didactic, content and technological aspects. In order to make asynchronous communication possible for the group, a WhatsApp group was created, where teachers could exchange information and think about the topics covered in the synchronous virtual meetings. This research was carried out using a qualitative approach, where the research paradigm adopted was participant research. The analyzes of the meetings were carried out using a descriptive and interpretative approach, in which we sought to identify and interpret the meanings produced by the subjects during interactions. Due to the excessive workload of the teachers participating in the research, the meetings held on the Zoom platform had to be postponed several times and only in one of the four meetings were all the teachers present on the platform. The difficulty encountered in carrying out virtual meetings, synchronous activities, was compensated with the active participation of teachers in the exchange of information and ideas in the WhatsApp group, that is, in asynchronous activities. The analyzes of the meetings were developed based on didactic, technological and content knowledge, as well as different levels of technological fluency. The COVID-19 Pandemic was a major impediment to the research, where all members fell ill at different times. Social isolation turned out to be a catalyst for the aversion that teachers showed in relation to distance learning. They longed for faceto-face encounters and a return to normalcy. The didactic aspects discussed in the meetings were those that most attracted the attention of the professors, who were eager to delve deeper into these aspects. One of the major problems for carrying out synchronous activities was the insufficient internet connection. The lack of prior knowledge of the mathematical content made it impossible to deepen the discussions. We point to the effectiveness of the formation of the group presented here, once the number of meetings has increased