Explorando o uso pedagógico da calculadora: um estudo de caso sobre o ensino de operações com radicais no 1º ano do ensino médio

Abstract

This research aimed to present perceptions about the use of calculators as a support tool in mathematical practice, reflecting on their capacity as a pedagogical resource when used in a planned manner. The choice of this theme is justified by the need to propose reflection and teacher planning so that this technology is seen as a tool to support the learning of mathematics. The study starts from the following problem: Can the planned use of the calculator, when implemented as a pedagogical tool, influence perceptions about its role in the teaching-learning process of mathematics? To answer it, we used a qualitative approach with the aid of methodological procedures such as: questionnaire, case study, elaboration and application of a lesson plan aimed at the 1st year of high school. The theoretical framework is supported by authors such as Giraldo, Caetano and Mattos (2012), who assist in reflecting on the proposed objectives. The results indicate that the pedagogical use of the calculator contributes positively to the teaching-learning of operations with radicals and other content when used in a well-planned and guided way. Thus, this technology, when integrated in a guided and critical manner, can support more meaningful pedagogical practices and enrich the teaching of mathematics.