Mobile Learning: contribuições para o estudo de funções na formação do professor de matemática

Abstract

Currently, we realize how ubiquitous cell phones, smartphones, tablets and notebooks are in the school environment. We then have the challenge of listing concepts and approaches brought by Mobile Learning that can enhance the teaching process. Mobile Learning is conceptualized in the acquisition of knowledge and information from mobile devices, anywhere, anytime, resulting in a change in behavior. Thus, we address the following guiding question that guides this work: How can Mobile Learning contribute to the formation of the mathematics teacher about the study of functions? Thus, this dissertation has the general objective of analyzing the contributions of Mobile Learning in the formation of Mathematics teachers, considering the content of functions in scientific-academic productions (dissertations) published in the period from 2014 to 2018, in the database of the Coordination for Improvement Higher Education Personnel (CAPES). Therefore, as specific objectives, it is proposed: (1) to identify the contributions that mobile learning brings to teacher education; (2) specify the contributions of the use of mobile devices in the process of teaching functions; (3) understand the common basic high school curriculum related to the job proposal; (4) investigate the contributions, as well as the difficulties encountered in the teacher training process; (5) prospecting teacher training in relation to Mobile Learning through the educational product; and (6) validating the educational product through study, reflection and interaction with the teachers surveyed. The methodology used was the State of the Art, which deals with an investigation in which the researcher proposes to discuss and analyze the accumulated production of a certain area of knowledge. Thus, using keywords such as Mobile Learning, functions, teacher training, mobile and cellular technologies in the CAPES database, we selected 8 dissertations that were in synergy with our research proposal. We built three guiding axes that provided a basis for data analysis, they are: (1) theoretical references aimed at mobile learning in teacher education; (2) pedagogical practices suggested for mobile learning and teacher training; and (3) proposals for improvement involving mobile learning and teacher training. As a product, a Practical Guide entitled Mobile Learning was developed: study of functions in the formation of the mathematics teacher, which aims to strengthen the teacher training in this subject. The assessment of the relevance and usefulness of this guide was validated by the quantitative-qualitative method of a questionnaire applied in the process of training a group of 25 teachers. We can glimpse the conclusions, practices and pedagogical proposals that give us insight into the potential that mobile learning offers. Among them are applications aimed at teaching functions, didactic sequences, workshops, using games and using programming. Certain of the importance of this technological apparatus, the ease of access and the need for continuing education, Mobile Learning presents itself as a promising tool in teacher education, being able to assist the teacher in the innovation of his classes and improve the students' school performance in teaching classes mathematics.