O PodCast como ferramenta disparadora para o ensino de MatemáticaS

Abstract

Developing an understanding of the ways in which PodCast has been mobilized for teaching and learning Mathematics in the last decade (2011 - 2021) is the general objective of this work. For this, we list the specific objectives: (i) to study how technologies have participated in the teaching and learning process of Mathematics; (ii) collect data from the last decade (2011 - 2021) on the use of PodCast in teaching and learning Mathematics; and (iii) to systematize the data in order to show which contents have been most mobilized. Thus, methodologically supported by qualitative research, we mapped the uses of PodCast, in Mathematics, in articles and in two digital platforms, namely, Youtube and Spotfy. After collecting the data, we chose to create three categories of analysis that emerged from the production of meanings that we weaved for the sources consulted. We named, then, such categories as: “Mathematics”, which deals with the different “types” of Mathematics, in particular, we identify school, academic and everyday Mathematics; “‘Didactics’ of the PodCast”, which discusses some ways of teaching approached by each presenter, the ethics involved, posture and examples; Finally, we talk about “autonomy”, above all, how PodCast can provide this to students. In the end, we conclude that working with PodCasts has great potential for teaching and learning Mathematics.