OPPORTUNITIES AND CHALLENGES IN THE USE OF DICTs IN MATHEMATICS TEACHING
TL;DR
The results showed that technology provides several benefits for teaching, such as greater student interest and more dynamic, interactive, and personalized learning, however, they also revealed challenges related to school infrastructure, continuing teacher education, and access to technological resources.
Abstract
The purpose of this study was to identify how the incorporation of Digital Information and Communication Technologies (DICTs) can support the construction of mathematical knowledge in the teaching and learning process, and to present how teachers can appropriate these technologies and use them in the classroom. The following research question guided the investigation: what challenges do elementary school teachers face in the use of DICTs in mathematics teaching? To this end, field research was adopted as the methodology, with the participation of four basic education mathematics teachers. Data were collected through a questionnaire developed by the group. The results showed that technology provides several benefits for teaching, such as greater student interest and more dynamic, interactive, and personalized learning. However, they also revealed challenges related to school infrastructure, continuing teacher education, and access to technological resources. It was therefore concluded that future studies must further examine the integration of DICTs into mathematics teaching, as well as investigate strategies that foster their critical, planned, and meaningful use, thereby contributing to improving the quality of the teaching and learning process.