PEDAGOGICAL PRACTICES WITH DIGITAL TECHNOLOGIES IN MATHEMATICS EDUCATION: TEACHER KNOWLEDGE, DIDACTIC MEDIATION, AND CURRICULAR INNOVATION
TL;DR
The findings indicate that the meaningful integration of technologies depends on the articulation among teachers' knowledge, pedagogical mediation, and curricular intentionality, and the study proposes an analytical model that integrates these dimensions, providing support for more critical and innovative pedagogical practices in Mathematics education.
Abstract
The integration of digital technologies into Mathematics education has been widely discussed as a strategy for pedagogical innovation, although its effectiveness depends on the articulation between teachers' knowledge, didactic practices, and curricular guidelines. This study analyzes how Basic Education Mathematics teachers incorporate digital technologies into their pedagogical practices, considering the educational and institutional factors that influence this process. Grounded in contemporary perspectives on Mathematics Education and teacher education, the study challenges the notion of the instrumental use of technologies, advocating their understanding as mediators of knowledge construction. Methodologically, this is a qualitative and interpretative study conducted with 12 Mathematics teachers through semi-structured interviews and classroom observations. The thematic analysis of the data revealed different levels of technological appropriation, ranging from instrumental uses to investigative practices. The findings indicate that the meaningful integration of technologies depends on the articulation among teachers' knowledge, pedagogical mediation, and curricular intentionality. As a contribution, the study proposes an analytical model that integrates these dimensions, providing support for more critical and innovative pedagogical practices in Mathematics education.