scholarly journals Nativos digitais e a prática pedagógica: pontos e contrapontos

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Thaís Cristina Rodrigues Tezani
Keyword(s):  
Elementary School ◽  
Social Relations ◽  
Teaching And Learning ◽  
Digital Natives ◽  
Early Years ◽  
Theoretical Studies ◽  
Pedagogical Practice ◽  
Theoretical Discussion ◽  
De Se ◽  
Information And Communication

Resumo: Nosso objetivo nesse artigo é realizar uma breve discussão teórica e analisar alguns dados empíricos de uma pesquisa que articula a temática atual dos nativos digitais e a prática pedagógica em escolas dos anos iniciais do ensino fundamental. Pesquisas apontam alterações no processo de ensinar e aprender, nas relações sociais, mediadas pelas Tecnologias Digitais da Informação e Comunicação (TDIC). Como base para nossas discussões nos apoiamos em estudos teóricos para fundamentar a temática. Além disso, analisamos dados coletados com os alunos dos anos iniciais do ensino fundamental, que podem ser considerados nativos digitais e assim apresentamos algumas possibilidades de se (re)pensar a prática pedagógica, uma vez que as TDIC estão cada vez presentes nas relações sociais e nas escolas. Estudos sobre essas temáticas são essenciais para analisarmos a atual conjuntura do processo de ensinar e aprender dos nativos digitais.Palavras-chave: nativos digitais, prática pedagógica, tecnologias digitais da informação e comunicação, educação escolar.  DIGITAL NATIVES AND PEDAGOGICAL PRACTICE: POINTS AND COUNTERPOINTS Abstract: Our goal in this article is to perform a brief theoretical discussion and review some empirical data from a survey that articulates the current theme of digital natives and the pedagogical practice in schools in the early years of elementary school. Polls indicate changes in the process of teaching and learning, social relations, mediated by digital t technologies of information and communication (TDIC). As a basis for our discussions, we lean in theoretical studies to substantiate the topic and our discussions. In addition, we analyzed data collected with the students of the early years of elementary school, who can be considered digital natives, and so we present some possibilities of (re)thinking the pedagogical practice, once the TDIC are ever present in social relations and in schools. Studies on these themes are essential to analyze the current situation of teaching and learning processes for digital natives.Keywords: Digital natives. Pedagogical practice. Digital technologies for information and communication. School education.

scholarly journals O JOGO COMO ORIENTADOR DA PRÁTICA PEDAGÓGICA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL

2018 ◽  
Vol 24 (esp.) ◽  
pp. 176
Author(s):  
Anemari Roesler Luersen Vieira Lopes ◽  
Halana Garcez Borowsky ◽  
Carine Daiana Binsfeld
Keyword(s):  
Elementary School ◽  
Social Relations ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Cultural Theory ◽  
Social Activity ◽  
Early Years ◽  
Learning Activity ◽  
Pedagogical Practice ◽  
School Teaching

 Este artigo objetiva discutir sobre o jogo como orientador da prática pedagógica do professor que ensina matemática nos anos iniciais do Ensino Fundamental, buscando compreender o papel dele na organização do ensino e no desenvolvimento da criança. Tendo a Teoria Histórico-Cultural, a Teoria da Atividade e a Atividade Orientadora de Ensino como fundamentos, assumimos uma concepção de educação na perspectiva da humanização e entendemos o jogo como uma atividade histórica e social, na qual o sujeito constrói suas relações sociais e desenvolve suas funções psicológicas superiores a partir de atividades. Nesse sentido, trazemos alguns apontamentos teóricos sobre o jogo e as ações do professor na organização do ensino, bem como uma situação de ensino voltada à aprendizagem do conceito de multiplicação. Como considerações, apontamos aspectos que permitem compreender o jogo como orientador da prática pedagógica: a intencionalidade pedagógica na prática docente por meio do jogo, em especial, para a organização do ensino de matemática; a contribuição do jogo para a atividade de ensino e de aprendizagem; e elementos importantes constituintes do jogo a ser desenvolvido.Palavras-chave: Prática Pedagógica. Jogo. Matemática nos anos iniciais do Ensino Fundamental. Atividade Orientadora de Ensino.THE GAME AS GUIDING OF PEDAGOGICAL PRACTICE IN THE EARLY YEARS OF ELEMENTARY SCHOOL Abstract: This paper aims to discuss about the game as a pedagogical practice guide of the teacher who teaches mathematics in the early years of Elementary School, seeking to understand its role in the organization of teaching and child development. Taking the Historical-Cultural Theory, the Activity Theory and the Teaching-Orienteering Activity as fundamentals, we assume a conception of education in the perspective of humanization and understand the game as a historical and social activity, which the subject builds his social relations and develops their superior psychological functions from activities. In this sense, we bring some theoretical notes about the game and the actions of the teacher in the organization of teaching, as well as a teaching situation focused on learning the concept of multiplication. As considerations, we point out aspects that allow to understand the game as guiding of the pedagogical practice: the pedagogical intentionality in the teaching practice through the game, in particular, for the organization of the teaching of mathematics; the contribution of the game to the teaching and learning activity; and important constituent elements of the game to be developed.Keywords: Pedagogical Practice. Game. Mathematics in the early years of Elementary School. Teaching-Orienteering Activity. EL JUEGO COMO ORIENTADOR DE LA PRÁCTICA PEDAGÓGICA EN LOS AÑOS INICIALES DE LA ENSEÑANZA FUNDAMENTALResumen: Este artículo apunta la discusión sobre el juego como orientador de la práctica pedagógica del profesor que enseña Matemática en los años iniciales de la Enseñanza Fundamental, buscando comprender el papel de él en la organización de la enseñanza y en el desarrollo del niño. Llevando en cuenta la Teoría Histórico-Cultural, la Teoría de la Actividad y la Actividad Orientadora de Enseñanza como fundamentos, asumimos una concepción de educación en la perspectiva de la humanización y comprendemos el juego como una actividad histórica y social, la cual el sujeto construye sus relaciones sociales y desarrolla sus funciones psicológicas superiores por medio de actividades. En ese sentido, traemos algunos apuntamientos teóricos acerca del juego y de las acciones del profesor en la organización de la enseñanza, como también una situación de enseñanza en que el aprendizaje se vuelve al concepto de multiplicación. Como consideraciones, apuntamos aspectos que permiten comprender el juego como orientador de la práctica pedagógica:  la intencionalidad pedagógica en la práctica docente por medio del juego, de forma especial para la organización de la enseñanza de matemática; la contribución del juego para la actividad de enseñanza y de aprendizaje; y elementos importantes constituyentes del juego a desarrollarse.Palabras-clave: Práctica pedagógica. Juego. Matemática en los años iniciales de la Enseñanza Fundamental. Actividad orientadora de enseñanza. 

scholarly journals Práticas letivas de sala de aula de Matemática nos anos iniciais

2018 ◽  
Vol 29 (70) ◽  
pp. 254
Author(s):  
Isabel Cristina Rodrigues de Lucena ◽  
António Manuel Águas Borralho ◽  
Josete Leal Dias
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Methodology ◽  
Early Years ◽  
Learning Assessment ◽  
Cooperative Research ◽  
Process Learning ◽  
Palabras Clave ◽  
De Se

<p>Este artigo visa caracterizar as práticas letivas que ocorrem nas salas de aula dos anos iniciais, na área curricular de matemática, a partir de uma pesquisa em cooperação internacional. Por meio de uma metodologia de investigação qualitativa, em que a recolha de dados foi realizada a partir de observações de aulas e entrevistas assentes numa matriz de investigação, foram elaboradas sínteses conclusivas e interpretativas as quais denominamos de narrativas. A análise dessas narrativas mostrou alguns resultados: práticas avaliativas ainda centradas na classificação; participação efetiva dos alunos no processo de ensino e aprendizagem muito reduzida; ausência de integração no que diz respeito à relação entre os processos de ensino, avaliação e aprendizagem; dentre outras. Pelo estudo ainda é possível afirmar que há um desejo de se realizar uma avaliação para as aprendizagens, porém é necessário fortalecer o campo teórico sobre avaliação para que em aula se possam problematizar e transgredir práticas estabelecidas.</p><p><strong>Palavras-chave:</strong> Processo de Ensino-Aprendizagem; Avaliação das Aprendizagens; Matemática; Anos Iniciais do Ensino Fundamental.</p><p> </p><p><em><strong>Prácticas lectivas de Matemáticas en aulas de primária</strong></em></p><p><em>Este artículo tiene como objetivo estudiar prácticas lectivas en aulas de los primeros años de enseñanza, en el área de las matemáticas, en base de una investigación de cooperación internacional. A partir de una investigación cualitativa, donde la recogida de datos se fundamentó en observaciones en el aula y entrevistas basadas en una matriz de la investigación, se realizaron síntesis conclusivas y interpretativas a las que denominamos de narrativas. El análisis de estas narrativas produjo algunos resultados: las prácticas evaluativas todavía se centran en la clasificación; la participación real de los alumnos en el proceso de enseñanza y aprendizaje es muy reducida; la ausencia de integración en lo que se refiere a la relación entre los procesos de enseñanza, evaluación y aprendizaje, entre otros. Por el estudio sigue siendo posible afirmar que existe un interés en realizar una evaluación para las aprendizajes, no obstante, es necesario fortalecer el campo teórico de la evaluación de modo que, en aula, se puedan problematizar e transgredir las prácticas establecidas.</em></p><p><em><strong>Palabras clave:</strong> Proceso de Enseñanza-Aprendizaje; Evaluación del Aprendizaje; Matemáticas; Años Iniciales de la Educación Básica.</em></p><p><em> </em></p><p><em><strong>Mathematics clasroom practices in the elementary school</strong></em></p><p><em>This article aims to characterize teaching practices that occur in the classrooms of the elementary school, in the area of mathematics, based on an international cooperative research. Conclusive and interpretative summaries were developed using a qualitative methodology in which data were gathered from classroom observations and interviews, grounded in an investigative matrix, which we called narratives. The analyses of these narratives showed the following results: assessment practices are still centered on classification; effective participation of students in the teaching and learning process is greatly reduced; lack of integration regarding the relationship among the processes of teaching, assessment and learning; among others. This study also shows that there is a desire to conduct an assessment for learning. However, it is necessary to strengthen the theoretical field on assessment so that, in the classroom, we can problematize and counter established practices.</em></p><p><em><strong>Keywords:</strong> Teaching and Learning Process; Learning Assessment; Mathematics; Early Years of Elementary School.</em></p>

A prática pedagógica no processo de alfabetização e letramento no ensino regular e multisseriado

2021 ◽  
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
School Environment ◽  
Teaching And Learning ◽  
Field Research ◽  
Theory And Practice ◽  
Early Years ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Object Of Study

This study addresses the issue of literacy and literacy in the early years of elementary school, considering the classes with regular and multi-grade education, starting from an analysis of pedagogical practices developed in the classroom, with relevant aspects such as: initial education and continuing of teachers, relating to the practices carried out in the school environment and at work with literacy and literacy. The objective was to analyze which factors influence the development of pedagogical practices from the perspective of literacy and literacy in the early years of elementary school in regular and multi-grade classes in the city of Pombal-PB. The methodology used starts from a descriptive study with qualitative and quantitative approach, characterized as a field research and having as research instruments structured questionnaires with open and closed questions, in an attempt to get as close to the reality of the object of study as possible analysis and reflection of the collected data and the contribution of some authors on the aborted theme. It was found with field research that several factors influence the development of pedagogical practice, such as: lack of teacher training programs that contribute to the relationship between theory and practice, more effective family participation in school and organization of teaching. meet the needs of the teaching and learning process with smaller classes not organized in multi-grade education. It is hoped that the present study can contribute to important discussions about pedagogical practices focused on the teacher's work and the process of literacy and literacy, with influence on the academic environments, the pedagogical practice of teachers and the different contexts that involve actions turned on the teaching and learning process.

scholarly journals Texto e contexto para a realização de um projeto de dizer na produção de redações de vestibular

REVISTA PLURI ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 245
Author(s):  
Silvia Augusta De Barros Albert
Keyword(s):  
Teaching And Learning ◽  
Teaching Writing ◽  
Theoretical Studies ◽  
Pedagogical Practice ◽  
Writing Proficiency ◽  
Entrance Exam ◽  
Interactional Perspective

Este artigo tem por objetivo mostrar que os atuais estudos teóricos da Linguística Textual de perspectiva sociocognitiva e interacional, ao considerarem as noções de texto e contexto como entidades inseparáveis, em uma relação de mútua constitutividade, podem colaborar para a prática pedagógica no que tange o ensino e a aprendizagem da escrita, tendo em vista o desenvolvimento da proficiência escritora.Palavras-chave: Ensino, Produção escrita, Gênero, Contexto, Redação de vestibular.AbstractThis article aims to show that the current Textual Linguistics theoretical studies from a sociocognitive and interactional perspective, considering the notions of text and context as inseparable entities, in a relation of mutual constituency, can collaborate to the pedagogical practice with regard to the teaching and learning of writing, in view of the writing proficiency development.Keywords: Teaching, Writing production, Gender, Context, Entrance exam essay.

scholarly journals O smartphone na aprendizagem à luz da Teoria Histórico Crítica

2020 ◽  
Vol 6 (11) ◽  
pp. 182
Author(s):  
Joaquim Ferreira da NETO CUNHA
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Mobile Technologies ◽  
Social Sphere ◽  
De Se ◽  
Information And Communication ◽  
Smartphone Technology ◽  
Teaching Learning ◽  
Historical Theory

Este trabalho tem por objetivo principal refletir a utilização das tecnologias móveis na aprendizagem à luz da Teoria Histórico Critica. A metodologia a ser utilizada é a revisão literária em textos consagrados da literatura da área pesquisada. O smartphone, enquanto tecnologia digital móvel alterou a forma de comunicação e informação, convergindo diversas funcionalidades com o fato de se fazer onipresente, e apresentando inúmeras possibilidades que podem ser utilizadas a favor do ensino-aprendizagem. Nesse sentido, a Teoria Histórico Critica vem contribuir com o processo ensino e aprendizagem, pois propicia ao educando uma aprendizagem significativa, promovendo suas capacidades psíquicas, a socialização do saber sistematizado, promovendo a promoção humana, alterando seus comportamentos para se colocarem conscientemente no âmbito social. Destarte, percebemos que a tecnologia móvel smartphone é uma auxiliar muito importante no processo de ensino, onde os educando buscam constantemente novos conhecimentos. Smartphone. Tecnologias da Informação e Comunicação (TIC). Teoria Histórico Crítica.ABSTRACT This work has as main objective to reflect the use of mobile technologies in learning in the light of the Critical Historical Theory. The methodology to be used is the literary revision of consecrated texts of the literature of the researched area. The smartphone, as a mobile digital technology, changed the form of communication and information, converging several functionalities with the fact of being ubiquitous, and presenting numerous possibilities that can be used in favor of teaching-learning. In this sense, the Critical Historical Theory contributes to the teaching and learning process, as it provides the student with meaningful learning, promoting their psychic abilities, the socialization of systematized knowledge, promoting human promotion, changing their behaviors to place themselves consciously in the social sphere. Thus, we realize that mobile smartphone technology is a very important aid in the teaching process, where the students constantly seek new knowledge.Smartphone. Information and Communication Technologies (TIC). Critical Historical Theory. RESUMEN Este trabajo tiene como objetivo principal reflejar acerca del uso de tecnologías móviles en el aprendizaje a la luz de la Teoría Histórica Crítica. La metodología a utilizar es la revisión literaria de textos consagrados de la literatura del área investigada. El smartphone, como tecnología digital móvil, ha cambiado la forma de comunicación e información, convergiendo varias características con el hecho de que es omnipresente y presenta numerosas posibilidades que pueden utilizarse a favor de la enseñanza-aprendizaje. En este sentido, la Teoría Histórica Crítica viene a contribuir al proceso de enseñanza y aprendizaje, ya que proporciona al estudiante un aprendizaje significativo, promueve sus habilidades psíquicas, socializa el conocimiento sistematizado, promueve la promoción humana, cambia sus comportamientos para ubicarse conscientemente en la esfera social. Por lo tanto, nos damos cuenta de que la tecnología móvil smartphone es una ayuda muy importante en el proceso de enseñanza, donde los estudiantes buscan constantemente nuevos conocimientos. Smartphone. Tecnologías de la Información y la Comunicación (TIC). Teoría Histórica Crítica.RIASSUNTO Questo lavoro ha come obiettivo principale quello di riflettere l'uso delle tecnologie mobili nell'apprendimento alla luce della teoria storica critica. La metodologia da utilizzare è la revisione letteraria in rinomati testi della letteratura dell'area ricercata. Lo smartphone, in quanto tecnologia digitale mobile, ha cambiato la forma di comunicazione e informazione, facendo convergere diverse funzionalità con il fatto che è onnipresente e presenta numerose possibilità che possono essere utilizzate a favore dell'insegnamento-apprendimento. In questo senso, la Teoria storica critica arriva a contribuire al processo di insegnamento e apprendimento, poiché fornisce allo studente un apprendimento significativo, promuovendo le sue capacità psichiche, la socializzazione della conoscenza sistematizzata, promuovendo la promozione umana, cambiando i loro comportamenti per posizionarsi consapevolmente nella sfera sociale . Pertanto, ci rendiamo conto che la tecnologia dello smartphone mobile è un aiuto molto importante nel processo di insegnamento, in cui gli studenti cercano costantemente nuove conoscenze.Smartphone. Tecnologie dell'informazione e della Comunicazione (TIC). Teoria Storica Critica.

scholarly journals Information and Communication Technologies in Education:

2020 ◽  
Vol 8 (8) ◽  
pp. 541-550
Author(s):  
Marcus Henrique Linhares Ponte Filho
Keyword(s):  
Elementary School ◽  
Focus Groups ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Early Years ◽  
Educational Context ◽  
Information And Communication ◽  
Phd Thesis ◽  
And Control ◽  
The City

This article is a product of the author's PhD Thesis, which investigated what teachers in the early years of elementary school think (and do) about the use of Information and Communication Technologies - ICT in the educational context. The research was conducted in a public school in the city of Fortaleza, Ceara State, and the data collected consists of discussions held in focus groups, with teachers and managers of the institution. The analyses were made from theoretical references of Educommunication, a field of research in expansion in Brazil, which defends the idea that educating must necessarily be a democratic and participatory act. The prevalence among educators of a discourse of fear and control over the use of ICT in school was verified through the promotion of a centralizing and authoritarian use of ICT during classes.

scholarly journals Novas formas de aprender e ensinar: a integração das tecnologias de informação e comunicação (TIC) na formação de professores da educação básica

2018 ◽  
Vol 11 (2) ◽  
pp. 160-176
Author(s):  
Renata Reis Chiossi ◽  
Christine Sertã Costa
Keyword(s):  
Information And Communication Technologies ◽  
Online Social Networks ◽  
Rio De Janeiro ◽  
Teaching And Learning ◽  
Basic Education ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Pedagogical Practice ◽  
Pedagogical Skills ◽  
Information And Communication

RESUMO: A formação docente relacionada ao uso das tecnologias digitais é uma importante questão para a Educação Básica na contemporaneidade. As novas competências docentes são fundamentais para práticas de ensino e aprendizagens exitosas, principalmente as que envolvem o uso das tecnologias, tais como Internet, dispositivos móveis, redes sociais online, entre outros recursos. A capacitação docente precisa explorar o desenvolvimento de competências e habilidades técnicas e pedagógicas, norteadas pela reconstrução do conhecimento como forma de relacionar a informação à prática formativa, utilizando a tecnologia não como um fim em si mesma, mas capaz de revolucionar a prática pedagógica. Dessa forma, o presente estudo tem como objetivo abordar a utilização das tecnologias digitais e oferecer material didático com propostas de trabalho com as TIC, a ser disponibilizado por meio de um curso de formação para docentes da Secretaria de Estado de Educação do Rio de Janeiro (SEEDUC-RJ), via plataforma Moodle, com o objetivo de capacitar e oferecer estratégias para incentivar os educadores a inserirem as tecnologias de informação e comunicação em suas práticas docentes de forma contextualizada e planejada pedagogicamente. PALAVRAS-CHAVE: tecnologias de informação e comunicação; aprendizagem colaborativa; ensino.   ABSTRACT: The teacher’s training related to the use of digital technologies is an important issue for Basic Education in contemporary times. The new teaching skills are essential to the successful teaching and learning practices, especially in those that involve the use of technologies such as the Internet, mobile devices, online social networks, among other resources. The teacher’s training needs to explore the development of technical and pedagogical skills, guided by the reconstruction of knowledge as a way of relating information to a formative practice, using technology not as an “end” in itself but as a way of changing the pedagogical practice. Thus, this study intends to discuss the use of digital technologies and offer a pedagogical material with proposals to work with ICT through a training course for teachers of the State Secretary for Education of Rio de Janeiro (SEEDUC-RJ), through the Moodle platform, in order to offer strategies to encourage Educators to insert the information and communication technologies into their teaching practices, in a contextualized and pedagogically planned way. KEYWORDS: information and communication technologies; collaborative learning; teaching.

A pesquisa no PPGE-UEPG/PR: Educação física escolar, educação infantil e formação de professores

2021 ◽  
Author(s):  
Silvia Christina de Oliveira Madrid
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Physical Education ◽  
The State ◽  
Early Years ◽  
Pedagogical Practice ◽  
Childhood Education ◽  
Theoretical Assumptions

The research (PPGE/UEPG) of this work deals with themes in the areas of School Physical Education, Early Childhood Education and Teacher Training. The authors' academic production is linked to the axes and lines of research of the Study and Research Group on School Physical Education and Teacher Training – Gepefe (UEPG/CNPq). The work begins by presenting the study on the theoretical assumptions that underlie Education for Peace as an educational component of a Culture of Peace, the effective approach from the perspective of Edgar Morin's Theory of Complexity. Next, the study on the methodological theoretical assumptions of Physical Education in the final years of elementary school of the Public Network of the State of Paraná is presented, the research was carried out in schools in a municipality in the interior of the State. The theme of the third study deals with how school management is realized in the pedagogical practice of Early Childhood Education. The fourth study deals with the pedagogical practice of Physical Education in the early years of elementary school of the Municipal Education Network, in an interior city of the State of Paraná. At the end of the work, Gepefe's academic contribution is presented as a space for dialogues between the school context and the Training of Physical Education teachers, in the areas of teaching, research and extension. The authors hope that the work will contribute to foster discussions in the academic and professional spheres, providing debates and reflections in relation to the context of School Physical Education, Early Childhood Education and Teacher Training.

Ensinando com tecnologias digitais nos primeiros anos escolares

2021 ◽  
Author(s):  
Luciana Cristina Porfírio ◽  
Iara Santana dos Santos
Keyword(s):  
Elementary School ◽  
Teaching And Learning ◽  
Early Years ◽  
Cultural Perspective ◽  
Daily Lives ◽  
Descriptive Account ◽  
Dialogical Relationship ◽  
Qualitative Nature ◽  
Training Courses ◽  
The Individual

The study sought to investigate the limits and possibilities of the use of TDIC as pedagogical resources for the teaching and learning process in the early years of elementary school from a broad literature focused on its use as a tool for teaching work in which the importance of using TDIC in the early years of elementary school and in the initial and continuing training of teachers. To this end, the methodology used in the research were bibliographic sources of qualitative nature from the socialhistorical cultural perspective, i.e., one that seeks to understand a given phenomenon from a given context, establishing a dialogical relationship between the individual, the society and their historical and cultural processes. It presents a descriptive account of the methodological process developed, by which it could be concluded that the TDIC is already part of people’s daily lives and the school has the cultural function of teaching the so-called digital students - those born in the midst of the TDIC culture. From the mobilized literature it was also evident that, although the TDIC are used to enhance teaching and learning, there is a lack in the teacher’s curriculum training courses and also in the school’s infrastructure to the insertion and integration of those technologies in the school culture.

scholarly journals Sample Activities in Teaching Functions through ICT Support

2018 ◽  
Vol 48 ◽  
pp. 01065
Author(s):  
Selin Urhan ◽  
Gizem Kuh ◽  
Irem Günal ◽  
Selay Arkün Kocadere
Keyword(s):  
Information And Communication Technologies ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Rapid Development ◽  
Communication Technologies ◽  
Digital Natives ◽  
Present Sample ◽  
Technological Support ◽  
Integration Of Technology ◽  
Information And Communication

Functions are one of the most important topics of algebra in which the success rate of students is quite low and many misconceptions are commonly encountered. Studies argue that by means of technological support, mathematics teaching in general and functions in particular will be facilitated. On the other hand, the rapid development in technology and digital natives necessitate the integration of technology into the field of education. The aim of this study is to present sample activities with regard to the integration of information and communication technologies into the teaching and learning process of functions by using readily available e-contents; Autograph, one of the softwares used for mathematics teaching; and other basic tools.

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