Análise Estatística Implicativa e o Uso das Tecnologias Digitais na Formação de Professores de Matemática

Elielson França Pedrosa; Josevandro Barros Nascimento; Emanuela Régia de Sousa Coelho; Rodrigo Lins Rodrigues; Vladimir Lira Veras Xavier de Andrade

doi:10.31416/rsdv.v13i2.1123

Authors

Elielson França Pedrosa Universidade Estadual da Paraíba (UEPB)
Josevandro Barros Nascimento Universidade Federal Rural de Pernambuco (UFRPE)
Emanuela Régia de Sousa Coelho Universidade Estadual da Paraíba (UEPB)
Rodrigo Lins Rodrigues Universidade Federal Rural de Pernambuco (UFRPE)
Vladimir Lira Veras Xavier de Andrade Universidade Federal Rural de Pernambuco (UFRPE)

DOI:

https://doi.org/10.31416/rsdv.v13i2.1123

Keywords:

Digital Information and Communication Technologies, initial or continuous training, and Implicit Statistical Analysis (ISA)

Abstract

The initial training of future mathematics teachers plays a fundamental role in the development of their professional identity. With the rapid technological evolution and the constant updating of digital resources for the school environment and the mathematics classroom, it is essential that future teachers are prepared to integrate these technologies into their pedagogical practices. In this sense, this research aims to investigate the contributions of Digital Information and Communication Technologies (DICT) in the initial training of mathematics teachers, with the main objective of understanding how these technologies can be integrated into the training process, preparing future teachers for educational demands. The research was conducted with students of the undergraduate course in Mathematics at the State University of Paraíba (UEPB). An online questionnaire was used, distributed via Google Forms, containing questions about the preparation of future teachers to integrate DICT into their pedagogical practices, their experiences with these technologies during training, and their perception of the impact of DICT on education. The data were analyzed using Implicit Statistical Analysis (ISA), using CHIC software, version 7.0 (2024), which allows descriptive and interpretative analysis of the variables involved. The results show that most interviewees consider DICT to be fundamental for the initial and ongoing training of mathematics teachers. The research highlights the importance of DICT in teacher training, showing that these technologies not only enrich pedagogical practice, but also contribute to the ongoing professional development of educators.

Author Biographies

Elielson França Pedrosa, Universidade Estadual da Paraíba (UEPB)

Student of Mathematics Licenciatura Degree in Paraíba State University.

Josevandro Barros Nascimento, Universidade Federal Rural de Pernambuco (UFRPE)

PhD student in Science and Mathematics Teaching - UFRPE/PPGEC, Master in Science, Mathematical and Computational Modeling - UFPB/PPGMMC and Graduated in Mathematics from the Federal University of Campina Grande - UFCG. He was a Substitute Professor at the Department of Exact Sciences (DCX) - Center for Applied Sciences and Education (CCAE), Campus IV of UFPB. I am currently a member of the Study and Research Group of the Laboratory of Analytical Evidence in Educational Technologies - EVANTE (http://evante.com.br) and “The Implicative Statistical Analysis and other theoretical and methodological approaches in research in the Teaching of Science and Mathematics”. Areas of research interest: Data Science, Educational Data Mining (EDM), Learning Analytics (LA), Game Learning Analytics, Game Based Learning, Technology Enhanced Learning (TEL) and teacher training in basic education.

Emanuela Régia de Sousa Coelho, Universidade Estadual da Paraíba (UEPB)

Emanuela Coelho is a convinced Paraibucana. From Pernambuco by birth and heart, she has chosen Paraíba as her home since 2008. That year she began her degree in Mathematics at the State University of Paraíba, which she completed in 2012. In 2014, she obtained a Master's degree in Mathematics from the Federal University of Campina Grande. Still in 2014, she began her PhD in Mathematics at the State University of Maringá, temporarily leaving the northeastern lands, and returned to Paraíba in 2017. Since then, she has been a professor at the State University of Paraíba. In 2018, she completed her PhD under the supervision of Professor Valéria Neves Domingos Cavalcanti and is working on the Existence, Uniqueness and Stabilization of Solutions to Hyperbolic Evolution Problems. She is also currently the Coordinator of the Mathematics Degree Course at the Science and Technology Center of the State University of Paraíba.

Rodrigo Lins Rodrigues, Universidade Federal Rural de Pernambuco (UFRPE)

He holds a PhD and a Master's Degree in Computer Science from Cin/UFPE, a Bachelor's Degree in Computer Science, a Bachelor's Degree in Statistics and a Lato Sensu Specialization in Technologies in Education. He is a professor and researcher at the Federal Rural University of Pernambuco (UFRPE) where he teaches subjects related to computer education. He is Coordinator/Leader of the Laboratory of Analytical Evidence in Educational Technologies - EVANTE (http://evante.com.br). He is a permanent member of the Postgraduate Program in Technology and Management in Distance Education (PPGTEG/UFRPE) and the Postgraduate Program in Science and Mathematics Teaching (PPGEC/UFRPE). He is currently an associate researcher at the Oswaldo Cruz Foundation (Fiocruz) at the Center for the Integration of Data and Knowledge for Health (Cidacs/BA) in the area of Statistics and Data Science. Senior researcher at the Educational Equity Observatory (https://equidadeeducacional.nees.ufal.br/equipe/). Reviewer for the Brazilian Journal of Informatics in Education (RBIE/SBC) and the IEEE Latin America Transaction Journal. In 2019/2020 he was a member of the editorial board of the Special Session of the British Journal of Educational Technology with the theme Applications of Learning Analytics in Latin America. In 2017, he took part in the CTD-IE - Contest of CBTs, Dissertations and Theses of the VI Brazilian Congress of Informatics in Education (CBIE 2017), coming second as the best doctoral thesis in the area of Informatics in Education. In 2021 he won the award for best full paper at the XX Brazilian Symposium on Games and Digital Entertainment - SBGames2021. Areas of research interest: Data Science, Educational Data Mining (EDM), Learning Analytics (LA) and Technology Enhanced Learning (TEL).

Vladimir Lira Veras Xavier de Andrade, Universidade Federal Rural de Pernambuco (UFRPE)

Post-Doctorate (2021-22) at the ICAR laboratory - Lumière Lyon 2 University (France). He has a doctorate in Science Teaching from the Federal Rural University of Pernambuco and in Sciences de lÉducation from the Lumière Lyon 2 University. He has a master's degree in Science Teaching from the Federal Rural University of Pernambuco. He is currently a professor in the Department of Mathematics at the Federal Rural University of Pernambuco. Lines of research: graphic expression, mathematics education, statistics education, Implicative Statistical Analysis in the teaching of Science and Mathematics. Coordinator of the research project Implicative Statistical Analysis and other theoretical and methodological approaches to research in the Teaching of Science and Mathematics. Leader of the research group “Implicative Statistical Analysis and other theoretical and methodological approaches to research in the teaching of Science and Mathematics” (UFRPE/CNPQ), member of the research group “Didactic Phenomena in the Mathematics Classroom”.

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