Tecnologias digitais e ensino de matemÃtica: compreender para realizar.

Este trabalho discute, descreve e sistematiza aÃÃes para o ensino de MatemÃtica com o uso do computador na escola, identificando de que forma à possÃvel integrÃ-lo aos seus espaÃos de saber, como subsÃdio didÃtico a um ensino que melhore os processos e resultados da aprendizagem. O objetivo geral da pesquisa consiste em desenvolver estratÃgias de sistematizaÃÃo para o acompanhamento metodolÃgico de ensino que possibilite o uso do computador integrado com os objetivos de aprendizagem e programas escolares de forma que o professor adquira autonomia e criticidade do uso dessa ferramenta nas aulas, no decorrer da sua formaÃÃo continuada em serviÃo. No sentido de identificar quais aÃÃes pedagÃgicas possibilitam integraÃÃo e complementaridade entre a sala de aula de MatemÃtica e o LaboratÃrio de InformÃtica Educativa (LIE), este trabalho pauta-se no planejamento de aulas, na formaÃÃo continuada do professor de MatemÃtica, na utilizaÃÃo eficaz e eficiente do LaboratÃrio de InformÃtica, nas aÃÃes do nÃcleo gestor, nas possibilidades e limitaÃÃes das tecnologias digitais no cenÃrio atual e no ensino de MatemÃtica, tomando como fundamentaÃÃo teÃrico-metodolÃgica a SeqÃÃncia Fedathi e a Engenharia DidÃtica. A metodologia empregada nesta pesquisa aplicou princÃpios da pesquisa qualitativa, caracterizando-se como uma pesquisa participante, em que prevaleceram fortemente os conhecimentos adquiridos durante as atividades prÃticas realizadas no ambiente escolar. A pesquisa foi realizada na escola estadual Eunice Weaver, situada em Maranguape-CE e envolveu diretamente o NÃcleo Gestor da escola, cinco professores de MatemÃtica, cinco alunos da escola que participaram como monitores e uma professora lotada no LaboratÃrio de InformÃtica da escola. Tomando como base a idÃia de que uma das aÃÃes da pesquisa envolvia o ensino com o intuito da aprendizagem, participaram quatro turmas de 6 ano, duas do 9 ano do Ensino Fundamental e trÃs turmas do 1 ano do Ensino MÃdio. Os alunos nÃo foram identificados e os dados quantitativos coletados por meio do prÃ-teste, pÃs-teste, participaÃÃo nas sessÃes didÃticas e fichas de avaliaÃÃo continuada serviram para compreender e embasar as aÃÃes desenvolvidas no planejamento com os professores, com fins de compreensÃo, reflexÃo e ajustes. De todo o grupo envolvido, os docentes foram os mais resistentes a admitir que o computador pode realimentar e redimensionar a prÃtica pedagÃgica. Os resultados evidenciaram que as estratÃgias de ensino com o uso do computador, proposto neste trabalho dependeram de um conjunto de aÃÃes diretas que agiram, principalmente, no componente humano, exigindo mudanÃas significativas na organizaÃÃo da escola, na ergonomia do LIE e nas formas de pensar e agir dos pesquisados.This material discusses, describes and systemizes actions for Mathematics teaching which utilizes the computer as a tool in schools. The purpose is to identify in what way is possible to integrate the computers with the Math subject, as a didactic subsidy to an education that improves results and processes of learning. The general objective of this research consists of developing some systematization strategies for a methodological education to follow along that makes the use of computers possible which integrates with the learning objectives and school programs. This is done in a way that the professor acquires autonomy and criticism with the use of this tool during the lessons, in his or her formation service during the course. In order to identify which actions of education make it possible for the integration and complementation between the Math class and the Computer Education Lab (CEL), this material, guides itself in the preparation of lessons in the continued formation of the Math professor, through the qualified and efficient use of the Computer science lab, in the actions of the school managing center, and in the possibilities and limitations of the digital technologies in our current world and in the Mathematic education, taking as methodological base theory, the Fedathi Sequence and the Didactic Engineering. The methodology used in this research applied the principles of qualitative research, characterizing itself as a participant research, in which the knowledge acquired during the practical activities in the school environment was the most important process. The research was carried through the State school of Eunice Weaver, located in Maranguape-CE. The School Managing Center, five Math professors, five students from the school who had participated as tutors and also a teacher, were directly involved in this event that occurred in a crowded Computer science Lab at the school. This idea evolved through the actions of the research included teaching which was the main purpose of learning, four groups of 6th grade and two of 9th grade from Junior High School and three groups of 10th grade from Senior High School had participated. The students were not identified and the collected quantitative data through the daily Pre-test, Re-test, participation in the didactic sessions and formularies of continued evaluation had served to understand and to base the actions developed in the planning by the professors, with the purpose of understanding, reflections and adjustments. From the entire participated groups, the professors had been the most resistant to admit that the computer can enrich and magnify the practices of education. The results proved that the strategies of education with the use of the computers, considered in this material, were based on a set of direct actions that had acted, mainly, in the human intelligence, demanding significant changes in the organization of the school, in the ergonomics of the CEL and in the thoughts and actions of the sampled researched