Mathematics classes in the initial years: numbers and operations in a beginning of integration of digital technologies…

Abstract

This article presents some results of a research developed in a public school in Campo Grande/MS, that had the participation of researchers from a public university and five teachers who work with students in the early years of elementary school, in this school, where they continuous in-service training was carried out with/for the integration of digital technologies into the curriculum. The research aimed to analyze the construction of technological pedagogical content knowledge of teachers, when participating in a training process, in the space of the school that they work. In this article, guided by the research objective and the theoretical frame, we will analyze the data produced in planning meetings for Mathematics classes, held with a teacher, during the first semester of 2017. For data analysis, some movements from these meetings were transcribed from the audio recording and are rewritten here in the form of a narrative. The results of the analysis point that the teacher training process in the model made it possible/enhanced that the construction of knowledge for the integration of digital technologies in the curriculum happened by the teacher, when experiencing the challenges, uncertainties and disorders that are present in the school context.