Desenvolvimento do raciocínio lógico matemático com o uso de tecnologias de informação e comunicação para o ensino fundamental

Abstract

This research, developed in the area of Mathematical Education, investigates alternatives for teachers to work teaching and learning Mathematical Logical Reasoning through Information and Communication Technologies (ICT). The proposed general objective was to develop tasks involving the multiplication of Natural Numbers sets for Elementary School Students II that stimulate the development of Mathematical Logical Reasoning with the use of ICT. Furthermore, as specific objectives, the research prioritized to awaken interest of students and explore the potential of mathematical content with the usage of digital resources. In order to demonstrate the potential that technologies provide in the teaching and learning process of Mathematical Logical Reasoning and the production of meanings that have occurred, a sequence of tasks has been developed, applied and assessed through the WhatsApp application as intercession, interaction and monitoring of the 8th grade students, as well as the return of the printed materials sent by them. The assessment of the learning results was carried out through a qualitative approach, using the Models of the Semantic Fields proposed by Rómulo Lins and demonstrated the productions of meanings generated by the students. Positive results were found in the interactions of the students on the WhatsApp group, based on collaborations in the different-way explanations of resolving the issues, enabling the understanding and development by the other students and generating the production of meanings. It was also possible to note contributions and interactions that normally do not occur in the classroom, such as, the help of students in a collaborative way in the explanations and suggestions for carrying out the activities. Still, due to the Pandemic of COVID-19 scenario, it was not possible to perform the initial research proposal, which would only occur presential and with the use of a computer lab at school. Thus, there was the need for adaptation for Emergency Remote Education and, thereby, resulted in two Educational Products. The first is the sequence of tasks applied with Whatsapp support and the second is the implementation of the sequence in the Hot Potatoes software, which can be used by teachers when there is a return to face-to-face classes. Because of the research, teachers were offered an exciting and motivating mathematics teaching possibility with the use of technological resources in order to help students to develop the ability to develop mental reflection regarding problem situations.