Abstract
Background: The general guidelines of the prescribed Mathematics curricula in force in Brazil and Portugal emphasise the use of digital technologies for Mathematics Education to meet the demands of the globalised world. Objectives: To analyse perspectives expressed in the documents and speeches that circulated in the reform processes of the curricular guidelines. Design: Comparative research for the analysis of recent reforms concerning the recommendations on the use of technologies. Setting and participants: Literature review and documentary analysis of the curriculum guidelines in Brazil for the final years of elementary school in Brazil and for the last year of the 2nd cycle and the entire 3rd cycle in Portugal. Data collection and analysis: Qualitative documentary analysis, the categories of analysis emerged from the literature review and trends that are under discussion and will compose the reference framework of the Mathematics Project 2030. Results: In the Digital Literacy category, we observed an emphasis on digital applications aiming at changing the framework, representation and unclear communication of the real objectives; and in the Computational Thinking category, we observed a focus on building algorithms in a limited and very specific way and using language, aiming at the development of mathematical logical thinking in structuring digital applications, in formulating and solving problems. Conclusions: The study raised the need to discuss issues related to the clear definition of objectives, the emphasis on the adoption of software primarily for illustration, limits on the connection between computational thinking and algebraic language, and the focus on rigour in the development of skills for control and management.
Highlights
This article aims to problematise the recent educational reforms in Brazil and Portugal, relating to the use of digital technologies (DT) in mathematical learning
The following questions were raised: What are the general guidelines of the prescribed documents in force in both countries for mathematics regarding the use of DTs? What are the similarities and specificities between the mathematics programs of the two countries? These issues were problematised from the understanding that such documents emphasise this perspective in an attempt to meet the demands of the globalised world: students who communicate and solve situations and problems mathematically through DTs, which curricular programs intend to account for in their educational pathways
A documentary research, looking for an organisation on the assumptions that support the official documents in force, and what recommendations about the use of DTs they bring to Mathematics Teaching in Brazil and Portugal
Summary
This article aims to problematise the recent educational reforms in Brazil and Portugal, relating to the use of digital technologies (DT) in mathematical learning To this end, the following questions were raised: What are the general guidelines of the prescribed documents in force in both countries for mathematics regarding the use of DTs? This choice is justified by the complexity of factors involved in the elaboration and development of curricula in different contexts, which the programmes intend to account for in their curriculum and educational pathways This article appropriates this definition to analyse how the DTs are configured in the programmes and the approaches of the curricular guidelines given by both countries.
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