Mapeamento sistemático das dissertações desenvolvidas em programas de mestrado profissional que versam sobre o uso de tecnologias digitais no ensino e aprendizagem da matemática

Abstract

The use of digital technologies (DT) in teaching has been emerging as a trend, especially in mathematics teaching. In order to learn more about research in Brazil that deal with the topic, this research was structured. Using, as a guiding question, “What works carried out in postgraduate professional master’s programs in Brazil deal with the use of digital technologies in the teaching of mathematics?”, the study had systematic mapping (MS) as its foundational methodology, a type of inventory research whose bias is to collect data on a topic in research in the academic area. The MS took place following four steps: planning, conducting, describing and portfolio. The planning and conduction took place using the Sucupira Platform as a basis for the initial research, to survey graduate programs in the form of a professional master’s degree that had concepts greater than or equal to four ­ criteria established in order to make the research feasible. The time available for the survey. Then, the websites and repositories of the programs themselves were used to collect the dissertations published between January 2015 and July 2020, a period defined as the time frame of the research. 2547 dissertations were found in 36 programs surveyed, from which a total of 84 dissertations pertinent to the focus of this study were obtained, which were read and categorized according to their school content developed, school years in which the work was applied, methodology used, DT presented and proposed educational product. From the mapped works, a website with an electronic address, called cadeoproduto.com, was developed as an educational product, which provides dissertations and educational products collected according to their categorizations. It could be seen that some works did not contain, in addition to the dissertation, an educational product, in some cases because the author understood that the dissertation was like a product and, in others, he chose to present the product used throughout the research as a appendix of the dissertation. It was understood that the number of dissertations verified was sufficient to answer the guiding question and point out some of the contributions that the works published só far have brought to the school scenario.