The use of digital multimedia as methodological support in the didactic process of mathematical education

The use of digital multimedia as methodological support in the didactic process of mathematical education

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Prof. Ms. Eduardo Vianna Gaudio
Vitória / ES

Until the 1990s, the vast majority of mathematics teachers used as methodological support in the preparation of their teaching activities, basically the textbook. The largest source of information, from the advent of digital multimedia, has been virtualized. Concomitant with this advent, resistance was generated.

The process of change in the teaching and learning process is characterized by resistance, especially in the insertion of new technologies in the educational process. Sancho (2001, p. 43) refers to these resistances as technophobia. To exemplify these changes she resorts to Socrates' stance towards the use of writing:

According to Plato, in Phaedrus' dialogue, Socrates considered that "If men learn writing, forgetfulness will be implanted in their souls. They will stop exercising memory because they will trust what is written, giving the word to words that cannot speak in their own defense or present the truth properly.". It should be noted that Socrates' thought can reach future generations through Plato's writings.

The human in general resists change. In the educational environment, changes are beyond technological innovations; they must be broadly explained by anthropological and cultural models. The nonlinearity and long duration observed in these changes lead to the construction of training programs that should focus on pedagogical practice. According to Sacristán (1995, p. 77) these programs are divided into four major fields:

  • teacher and the improvement, or change, of the learning conditions of social relations in the classroom.
  • teacher actively participating in curriculum development, ceasing to be a mere consumer.
  • teacher participating and changing school conditions.
  • teacher participating in changing the out-of-school context.

In my professional walk, and during my Masters research, I found that the use of the computer by the math teacher is restricted and of poor quality. At this time we intend to stick to the use as a source of research and information to enhance the mathematics teacher in his academic-didactic trajectory.

The Internet has a wide and diverse range of information. From this finding we need to answer some questions: How to screen this information? How to use them significantly in the teaching and learning process?

At first, it is worth considering that the teaching and learning process is not stationary, that is, it changes in its multiple variables and can be differentiated, for example, in each pedagogical practice, or research interest, even if supported by the same theories. or analogues with directions under a certain trend of mathematical education. In contemporary society, much has been discussed and researched about these differentiations.

Subjectivity, a key element of postmodernity, brings us to the subject and its diversities. The analytical pattern of inert and ready knowledge deconfigures itself, for now knowledge is constructed by an acting learner subject, and the object - knowledge - is always under construction, changing. This new way of thinking about the subject, the object and their interactions has led some of the researchers to perform deep analyzes on this subject.

The role of the teacher in the teaching and learning process has been changing over time, and nowadays it is practically a consensus that the teacher should be a “skillful articulator” of knowledge, respecting in his teaching strategies the cultural plurality, and the multiplicity of knowledge gatherings existing in the group of students. As guidance the Ministry of Education of the Federal Government of Brazil suggests that:

In a work perspective in which children are considered as protagonists of the construction of their learning, the teacher's role gains new dimensions. One facet of this role is that of learning organizer… the teacher is also a consultant in this process… mediator by promoting the confrontation of students' proposals… controlling by setting the conditions for carrying out the activities, without forgetting to give students the necessary time … Encouraging learning… (PCN, 2000, p. 40-41).


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