Laboratório virtual de matemática: possibilidades para uma prática docente mediada por recursos digitais

Abstract

This research explored a guiding question: What are the characteristics of a virtual mathematics laboratory that can contribute to the reorganization of teaching practices by Mathematics teachers in Caicó/RN, mediated by digital technologies? To answer this and other questions, our goal was to develop and assess a virtual Mathematics laboratory, intending to support local teachers for reorganizing their pedagogical practices mediated by digital technologies according to demands and possibilities of a contemporary education. The adopted methodological approach was Design-Based Research (DBR), whose cyclical nature allowed a continual evolution of the product, ensuring that each stage provided new insights that enhanced both the process and the final outcome. In that regard, the initial design of the Virtual Mathematics Laboratory (LAVIMAT), which constitutes the Educational Product of this research, integrated theoretical and methodological aspects of both physical and virtual educational mathematics laboratories found on the internet where we search to create an intuitive interface oriented to stimulate teachers and students active participation in teaching and learning activities of mathematical concepts to promote the development of logical reasoning, assisting in the production of mathematical knowledge in school contexts, and fostering argumentation processes. LAVIMAT's resources were organized and made available on the homepage, represented by icons such as Teaching Materials, Interactive Activities, Question Banks, Educational Games, Software, ENEM Exams, Geometric Constructions, among others, aiming to align with the principles and specific practices of the STEAM approach (Science, Technology, Engineering, Arts and Mathematics). After some evaluations by a group of teachers from the 10th Regional Directorate of Education and Culture of Caicó/RN (10ª DIREC), it was concluded that although teachers recognized LAVIMAT as a conducive environment with the potential to assist in redefining their own classroom practices aided by digital resources, it is premature to assert that such a redefinition has occurred. Further studies are necessary to systematize changes in the pedagogical practices of teachers mediated by the resources offered by LAVIMAT. Additionally, proposals for the inclusion of immersive virtual environments, resources for students with special educational needs, among other relevant changes, emerged as pertinent adaptations for a redesign of LAVIMAT.