Abstract
This article presents a clipping of research on a Continuing Distance Learning Program for 600 High School Math Teachers working in public schools of São Paulo state, Brazil. The formative Program entitled M@tmídias aimed to discuss the use of Learning Objects in the Mathematics teaching process. The research objective was to identify contributions of the use of technology for teaching Trigonometry. The theoretical base was developed by Imbernón’s ideas on continuing teachers’ education, as well as the ones of Mishra and Koehler regarding pedagogical technological content knowledge (TPACK). The research was documentary, and the methodological procedures were: 1) Collection of curricula documents and historical data of the investigated Program; 2) Selection and organisation of materials related to the Trigonometry content, stored in the Program VLE; 3) Treatment and data analysis. The analysis was interpretative and of content, according to Bardin. As a result, in the M@tmídias Program’s historical documents, it was verified that all the Mathematics contents from the High School curriculum of São Paulo State were discussed and, in the first module of the course M@tmídias 2, Trigonometry was studied. Evidence of participants' construction was verified of mathematical content knowledge, pedagogical knowledge and technological content knowledge, showing possibilities to the construction of technological pedagogical content knowledge (TPACK) of the participants.
Highlights
The research that subsidises this study was developed in the context of a continuing training program entitled “M@tmídias”
The research comprised the investigation of the second edition of the course of Continuing Education of Mathematics teachers of Secondary School, called: M@tmídias 2 – Multimedia Learning Objects for the Teaching of Mathematics
We understand that the proposal of this activity may lead the teacher to reflect on mathematics teaching and to articulate the knowledge built on the course with his or her pedagogical knowledge and content (Schulman, 1987)
Summary
The research that subsidises this study was developed in the context of a continuing training program entitled “M@tmídias”. The research comprised the investigation of the second edition of the course of Continuing Education of Mathematics teachers of Secondary School, called: M@tmídias 2 – Multimedia Learning Objects for the Teaching of Mathematics. This course included, among others, the teaching of trigonometry and had as its target audience teachers working in the second year of Secondary Education This course was composed of five modules, being the first four for the study of learning objects, which evaluative activities were towed, namely: a discussion forum, a dissertative question and an objective question. The teacher uses resources sporadically in a way that technology is not part of their daily lessons He or she often faces other problems, such as the infrastructure of schools, with the insufficient number of computers, the internet is not always of quality, these problems that may interfere with integrating technology into the teaching practice. Among the activities, are a forum for discussion, a dissertative question and an objective question that will be described and analysed in this text
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