Concepções que o professor de matemática de escolas públicas da cidade de Parelhas-RN tem sobre o uso de recursos tecnológicos

Abstract

This present work had as main objective to investigate some conceptions that math‘s teachers of public schools (6º to 9º years) of the city of Parelhas – RN have on the use of Technological Resources. This study is based on qualitative of the type of case study research and as regards the use of Technological Resources we use the theoretical contributions of authors such as Van de Walle (2009), Borba and Penteado (2005), Tedesco (2004), Perez studies (1999) and Ponte (2002), in relation to teacher‘s training. The research had as stages the elaboration and application of a questionnaire with the math‘s teachers. The analysis of the results obtained from the questionnaire showed that teachers recognize the importance of using Technology Resources in Mathematics classroom, however, teachers and students face difficulties in using these resources, for example, insufficient quantity, precarious conditions of computers, some of the teachers did not have the opportunity in the initial formation and continued to make contact with these instruments. These results indicate that schools are not suited to the maintenance of technological resources and teachers are not prepared to work with these resources adequately in the classroom.