TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE IN THE TRAINING AND PRACTICE OF THE MATHEMATICS TEACHER

Abstract

Teaching education must fully involve the development of competencies and skills inherent in teaching practice, based on knowledge and actions focusing on the effectiveness of its pedagogical praxis. Therefore, this study aims to analyze evidence of content technological pedagogical content knowledge (TPACK) in the training and practice of high school mathematics teachers in a formative process concerning the teaching of Spatial Geometry. The method was characterized as a qualitative action research which was conducted in a public basic education school, held by state government, in Fortaleza /CE by means of a training process with the participation of two high school mathematics teachers. Meetings were carried out approaching teachers' knowledge and the teaching of Spatial Geometry with the contributions of technological resources (smartphones, tablets, GeoGebra software). Data collection instruments used in the analysis were observation of classes taught by participanting teachers, interviews, training sessions and reflective sessions. The analysis and discussion of the data adopted elements of the content analysis allowing the data to be cut, classified and categorized. The results indicate evidence of advances in the intersection of technological, pedagogical and content knowledge; thus, it can be inferred that there was the integration of TPACK during the exploration of the contents of Spatial Geometry, contributing to the expansion of skills inherent to the teachers' professional practice.