O uso da lousa digital interativa e objetos de aprendizagem no desenvolvimento de processos mentais básicos como base para elaboração do conceito de número

Abstract

A motivation for this dissertation is based on the necessity of providing digital resources to existing publications of the Natal / RN, especially, especially the interactive whiteboard (IWB), a proposition of methodologies in process and of the process of mathematics. In this sense, this work as the principal analyst as contributors to the integrated digital interactive and object of learning (OA) to the doctrine of the process of developing the basis of the first base of the number, with students of the 1st year of Elementary School. To do so, the following specific objectives were outlined: i) Identify learning objects in IWB that contribute to the development of basic mental processes in the construction of mathematical concepts. ii) Develop and evaluate activities that integrate digital and analog resources in the development of mental processes; and iii) Analyze the basic mental processes developed by students from the integration of LDI in mathematics classes. The dissertation had as theoretical support some authors that deal with digital technologies, IWB and OA in Education and, specifically, in Mathematics. Lorenzato (2008) presents seven basic mental processes that contribute to the elaboration of the concept of number to students in the process of mathematical literacy, which are: correspondence, comparison, classification, sequencing, serialization, inclusion and conservation. The research was conducted with students of the 1st year of elementary school, from a public school in Natal / RN. Data analysis occurred through inferences made by the researcher-teacher, from and during the interactions performed by the subjects (teacher and students) in the classes organized in sequenced activities. In this course, the students were in contact with the IWB, object of learning (OA) and even with analog resources that included skills and competences in the field of basic mental processes developed in the sequenced activities, which comprised seven classes. Thus, through a methodological perspective based on Action Research, the researcher analyzes the contribution of digital technologies in the progress of the basic mental processes developed with students from interaction relations (student-student) and interactivity (digital-student resource) the subjects involved. Regarding the results, it was evidenced that the integration of IWB in the development of basic mental processes was relevant considering that it expanded the methodological strategies in the construction of students’ Knowledge, making it a resource that enhances the dynamics of teaching and learning. It contributed beyond the learning of mathematical concepts, with the motivation of some students who did little at conventional moments of classes without using the IWB.