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Article

Spanish, Portuguese

ID: <

oai:doaj.org/article:8c5f3a370e314eb0bcd260ffdefaf3e6

>

·

DOI: <

10.23899/relacult.v5i4.1189

>

Where these data come from
O Boosting in Educational Action: Insights on Operating Digital Technologies in Teaching and Learning Mathematics in a Digital Culture at the University

Abstract

This work is a recorder of a doctoral research that aimed to understand the dyscursivity of the digital technologies of a group of teachers who formed a chat network in a research group in the field of distance education and technology of a Federal University. The search is based on the path explaining objectivity in brackets in which the researchers are observers involved and the Collective Subject Speech technique has been used to analyse records produced in forums. In that article, the collective discourse entitled ‘Teaching mathematics in teaching by digital technologies’ was analysed and problematic, which highlighted that different experiences of action and reflection on the operation of digital technologies encourage the student to experiment, do and interact, which makes it possible to mean and learn mathematics in a digital culture. It is thus concluded from this work that incorporating digital technologies to enable the expression, sharing and production of actions, emotions and experiences in a recurring and recursive coordination could make it possible to propose training in university space beyond the classroom, boosting access to and living together in a digital culture, bringing challenges to pedagogical practice.

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