Uma análise de um livro didático de matemática à luz do Conhecimento Tecnológico Pedagógico do Conteúdo (TPACK)

Abstract

In the last years, several teaching materials have been developed to improve mathematics teaching. Among these resources, materials such as books, handouts and class notes have been badly seen in the student’s eyes, because they carry a more refined mathematical language. In this context, the emergence of Information and Communication Technologies (ICT) for teaching is increasingly present in the school environment, however are they all well applied and on time? Do these technologies really help as they promise? What about the teacher, are they prepared to use this kind of tool? Based on these questions, this article presents concepts present in the Technological Pedagogical Content Knowledge (TPACK), studied by Koehler and Mishra by adding the technology to Shulman's studies on Pedagogical Content Knowledge (PCK). Also used in the research were the foundations described in the Common National Curriculum Base (CNCB) about the skills that students should have about geometry in basic education. After an in-depth analysis of these two theoretical foundations, an analysis was performed in a textbook of the 9th grade of Elementary School, in order to seek the guidance present in it for the use of technologies in the classroom. In the end, direct references to CNCB and the use of technologies such as Geogebra, websites to assist studies, links to videos with educational content and suggestions on dynamic activities that enhance student’s learning in the classroom, as well as contributing to the maintenance and the improvement of the methodologies of the teachers of the basic education.