Tecnologias Digitais de Informação e Comunicação (TDIC) no ensino da Matemática: Análise do uso entre professores de escolas públicas rurais e urbanas em Cocal-PI

Abstract

Currently, society is immersed in a digital culture, in which the advancement of robotics, combined with the evolution of Artificial Intelligence (AI), makes Digital Information and Communication Technologies (TDIC) increasingly present in everyday life. TDIC are digital technological tools that, for the most part, use the internet to perform various functions. In this context, in teaching practice, the use of these resources characterizes an innovative method and facilitates content retention, especially in Mathematics, one of the subjects with the lowest learning rates among Brazilian students. However, the traditional method, focused on teacher centralization and theory, still predominates among Mathematics teachers, either due to the lack of technological infrastructure, mainly in schools in rural areas, or due to the lack of knowledge about TDIC resulting from outdated teacher training. For this study, the question that remains is: What is the difference in the occurrence of TDIC use among mathematics teachers from rural and urban public schools in Cocal-PI? Thus, this research had as its main objective to understand the frequency of TDIC use among mathematics teachers from rural and urban public schools in Cocal-PI, examining the differences between their user profiles and the contexts in which they are inserted, identifying the challenges and main difficulties. In order to achieve this objective, the study was developed based on exploratory research with a mixed approach (qualitative and quantitative) and comparative methods. Data collection and tabulation were carried out through the application of a questionnaire with mathematics teachers from municipal schools in Cocal, from both urban and rural areas. Regarding the results, the research revealed that most mathematics teachers are men, white, over 30 years old, and have specialization as their highest level of education. In addition, it was found that, according to their conceptions, the use of TDIC in classes increases students’ interest; however, there are still difficulties in inserting these tools into the classroom, even though they are frequently present among teachers. Between the contexts, the main obstacle in rural areas is infrastructure and the lack of teacher training regarding new technologies, whereas in urban areas, overcrowding and faulty equipment are identified