Identificando conhecimento tecnológico, pedagógico e de conteúdo de professores de Matemática em formação ao utilizar recursos multimídias

Abstract

Our research work aimed to investigate technological, pedagogical and content knowledge, if any, of the pre-service Mathematics teachers on the use of multimedia resources. Linked to the Program PRODOCÊNCIA/UEPB, our research work intended to instill critical thinking processes in the education Mathematics teachers, particularly in Mathematics Education, with the use of information and communication technologies (TIC) that may contribute to improve under graduation courses. Our research work had a qualitative approach with the application of a didactic proposal carried out between the months of March and June of 2015. The participant subjects were ten students of the Mathematics Teacher Education at the State University of Paraíba UEPB, who attended the third period of the curricular component Applied Computing to Education II. The pre-service teachers were organized in couples. We use as instruments to our data collection research, participant observation, questionnaires, interviews (audios) and field notes. Firstly, we intended to trace the couple profiles in relation to knowledge of digital platforms and conception on coursing a different curricular component, of which was the scenario to this research work. Then we analyzed the knowledge technological, pedagogical and of content, if any, presented by the couples. We relied in Koehler and Mishra’s TPACK theoretical model (2005). We also analyzed the multimedia resources with the construction of virtual classes by the couples. At this analysis stage we used some of the Mayer Multimedia Principles (2001) that assists in the construction of well elaborated multimedia materials, being able to promote better learning. Based on the analyzed data, we could conclude that our research work enabled opportunities for pre-service Mathematics teachers to be in full movement as individuals and couples. We noted that, for many times, the pre-service teacher graduated with lacks on the classroom management, that is, the pedagogical knowledge is poorly explored by making the continuing teacher education overloaded of responsibility with this teacher on new tendencies and facets of practices linked to the students` reality. By analyzing the virtual classes done by the couples, we noted that some of the Multimedia Principles were used, as the elaborations of good pedagogical material could empower the teaching and learning. Our research studies makes possible to the pre-service teachers reflect and develop technological, pedagogical and content knowledge by planning virtual classes using the Moodle Platform.