Use este identificador para citar ou linkar para este item: http://repositorio.ufla.br/jspui/handle/1/46876
Título: As práticas de letramento matemático digital e o papel mediador das tecnologias digitais: uma experiência com o software superlog na educação básica
Título(s) alternativo(s): The practices of digital mathematical lettering and the mediating role of digital technologies: an experience with the superlogue software in basic education
Palavras-chave: Educação matemática
Letramento matemático
Educação básica
Mathematical education
Digital mathematical literacy
Basic education
Data do documento: Ago-2020
Editor: Universidade Federal de Lavras
Citação: SOUZA, F. A. de; ANDRADE, J. A. A.; MARTINS, F. de P. As práticas de letramento matemático digital e o papel mediador das tecnologias digitais: uma experiência com o software superlog na educação básica. Devir Educação, Lavras, p. 155-178, ago. 2020. Edição especial. DOI: https://doi.org/10.30905/ded.v0i0.232.
Resumo: The article in question refers to an excerpt from a research developed within the scope of the Professional Master's in Education, whose objective was to analyze the potential of the computational environment Logo in digital mathematical literacy practices in the development of algebraic thinking. The data were generated from tasks developed with students in the fifth year of elementary school at a publicschool in the interior of Minas Gerais. For theoretical foundation, authors who discuss digital technologies and mathematical literacy and digital literacy with a focus on Soares(2002), Ribeiro and Coscarelli(2017), Street(2004), Borba(2001) andMendes(2007) were used as theoretical input. As a result, it was obtained the understanding that the use of digital technologies enhances the teaching and learning process, since the student is placed in front of their social reality, as currently digital technology is part of the history and cultural context of the students. subjects, and this use of digital technology, and other media, and the intentionality in which the situation triggering the learning was elaborated allowed the daily knowledge, mathematical knowledge and digital knowledge they already had to be mobilized and added to those that they acquire during the task, reaching the learning objectives.
URI: http://repositorio.ufla.br/jspui/handle/1/46876
Aparece nas coleções:DED - Artigos publicados em periódicos



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