Abstract
ABSTRACT: This paper refers to mentoring in the professional development of mathematics teachers concerning the planning of their classes with the integration of digital technologies. The research follows a qualitative approach and the context was a practice carried out with two mathematics teachers from primary public school. We had seven meetings, one a week and adapted practices because of COVID-19. The aim was to investigate how the mentoring strategy can influence mathematics teachers in planning their classes with integrated digital technologies. The results of this study showed that it was possible to understand that mentoring helped the teachers in planning classes with integrated technologies. Reflections and discussions contributed to understand the importance of class objectives and the need to get them involved with the planned activities. Furthermore, the teachers realized that they, before mentoring, did not discuss class topics with students, they only taught classes in a transmissive way.
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