The transformation situations and the knowledge of the teaching of mathematics teachers when using information and communication technologies

Abstract

Understanding how the teacher mobilizes mathematical and technological knowledge to teach requires studying the practice of teachers of mathematics when they use Information and Communications Technology (ICT) in the classroom. This article presents a way of approaching the investigation to deepen the Technological Pedagogical and Content Knowledge (TPACK) of mathematics teachers. To do this, teachers were invited graduated from the Master's Degree in Mathematics Teaching from the Technological University of Pereira. They work in public schools in Municipalities of the departments of Risaralda and Quindío. As a first approach, an interview is carried out that allows you to recognize your beliefs and knowledge about the subject through the planning of your classes with the use of digital resources. Secondly, two classes are observed in the classroom, in which topics such as the straight line, the linear function, systems of linear equations, problem solving, trigonometric functions, real functions and the limit of a function are developed. With the use of digital tools such as: GeoGebra, spreadsheet, videos, slide presenters and an online platform. Activities saved on video recordings. This information is treated with theories that allow to analyze educational practices through transformation situations, instrumented activities, and the mathematical and technological knowledge to teach. Methodologically, the case study is addressed to delve into the relationships of mathematical and technological knowledge to teach mathematics. In addition, there are own strategies developed to classify transformation situations in which there are instrumented teaching activities. With these references, situations of transformation in the mathematical and technological knowledge of mathematics teaching are analyzed and understood.