Possibilities of using OneNote software incorporated in the Mathematics classroom to carry out activities: an analysis using the Instrumental Approach theory

Authors

DOI:

https://doi.org/10.33448/rsd-v11i4.26943

Keywords:

OneNote; Mathematics classroom; Instrumental approach.

Abstract

As a result of the teachers' search for technological resources that help learning in the Mathematics classroom and the problems faced, such as the difficulty in helping all students in increasingly overcrowded classrooms. The main objective of this work is to analyze the OneNote software as a possible instrument to be used in mathematics classes. The method used to analyze this tool was the Instrumental Approach, which allowed, through its usage schemes and schemes of instrumental collective activities, to carry out the process of transforming the tool into a useful instrument in the classroom. By carrying out an internal research creating conjectures of situations that could occur with the use of OneNote in the classroom, he realized that the "Mathematics" tool of the software would allow a better help to clarify doubts, concluding that this instrument will serve as a great support in math classes involving content on equations, inequalities, functions and analytical geometry.

Author Biography

Janaina Viana Barros, Universidade de Pernambuco

Graduated in Materials Engineering from the Federal University of Paraíba - Campina Grande (2000) with a Masters in Mechanical Engineering (2003) from the Federal University of Pernambuco and a PhD in Materials Science (2007) from the same University. She is currently an Adjunct Professor, level II B of the full degree course in mathematics and a researcher at the University of Pernambuco-UPE, Campus Garanhuns, in the following areas of research: teaching mathematics, applied mathematics, environmental area and advanced and traditional ceramic materials. She was a member of the Research Ethics Committee at UPE (CEP / UPE) and currently participates in the Structuring Teaching Core of the Full Degree in Mathematics. She taught basic mathematics I, financial mathematics, history of mathematics, counting principles, algebra, differential and integral calculus I, II and III, differential equations and statistics in the Full Degree in Mathematics. She also taught classes at the Lato Sensu Graduate Program in Mathematics Teaching. She performed the role of Tutoring Coordinator in the Specialization Course in Mathematics Teaching, distance modality, through the Distance Education Center of the University of Pernambuco, in partnership with the Open University of Brazil UAB. She effectively participates in the Supervised Internship and monograph orientations of the Lato Sensu Postgraduate Course in Mathematics Teaching Programming. Vice-coordinator of the Degree in Mathematics at the University of Pernambuco / Campus Garanhuns (2018 to 2020).

References

Abar, C. A. A. P., & Alencar, S. V. (2013). A Gênese Instrumental na interação com o GeoGebra: uma proposta para a formação continuada de professores de matemática. Bolema Boletim de Educação Matemática, 27(46), 349–365. https://doi.org/10.1590/s0103-636x2013000300002

Almeida, H. M. de. (2017). O uso de celulares, tablets e notebooks no ensino da matemática. Revemat revista eletrônica de educação matemática, 11(2), 318. https://doi.org/10.5007/1981-1322.2016v11n2p318

Bellemain, F., & Trouche, L. (2016). Compreender o trabalho do professor com os recursos de seu ensino, um questionamento didático e informático. Anais do I Simpósio Latino-Americano de Didática da Matemática. Bonito, DF. https://hal.archives-ouvertes.fr/hal-01560233

Bessa, K. P. (2007). Dificuldades de aprendizagem em matemática na percepção de professores e alunos do ensino fundamental. Trabalho de Conclusão de Curso, Universidade Católica de Brasília, Brasília, Distrito Federal, Brasil. Disponível em: http://www.ucb.br/sites/100/103/TCC/22007/ KarinaPetriBessa.pdf>.

Brasil (2018). Ministério da Educação. Base Nacional Comum Curricular. Brasília. http://basenacionalcomum.mec.gov.br/images/BNCC_EI_EF_110518_versaofinal_site.pdf.

Bittar, M. (2011). A abordagem instrumental para o estudo da integração da tecnologia na prática pedagógica do professor de matemática. Educar em Revista (1), 157–171. https://doi.org/10.1590/s0104-40602011000400011

D’Ambrosio, B. S. (1989). Como ensinar Matemática hoje? Temas e Debates - SBEM, 1(2), 15–19.

Eberhardt, I. F. N., & Coutinho, C. V. S. (2011). Dificuldades de aprendizagem em Matemática nas séries iniciais: diagnóstico e intervenções. Vivências: Revista Eletrônica de Extensão da URI, 7(13), 62–70. http://www2.reitoria.uri.br/~vivencias/Numero_013/artigos/artigos_vivencias_13/n13_08.pdf

García-Cuéllar, D. J., Almouloud, S. A., & Salazar, J. V. F. (2019). Abordagem Instrumental: uma revisão da literatura no Peru e no Brasil dos anos 2013 a 2017. Acta Latinoanericana de Matemática Educativa, 32(1), 759–769. https://www.researchgate.net/publication/334046152_Abordagem_In strumental_uma_revisao_da_literatura_no_Peru_e_no_Brasil_dos_anos_2013_a_2017.

Grisson, T. (2017). 10 melhores usos para o OneNote em seu ensino e aprendizado. Microsoft. https://educationblog.microsoft.com/en-us/2017/03/10-best-uses-for-onenote-in-your-teaching-and-learning/.

Henriques, A. (2019). Saberes Universitários e as suas relações na Educação Básica - Uma análise institucional em torno do Cálculo Diferencial e Integral e das Geometrias. Via Litterarum. Ibicaraí, Bahia.

Henriques, A. (2021). Abordagem Instrumental e aplicações. Educação Matemática Pesquisa Revista do Programa de Estudos Pós-Graduados em Educação Matemática, 23(3), 247–280. https://doi.org/10.23925/1983-3156.2021v23i3p247-280

Neto, A. L. X. (2015). Um estudo da Gênese instrumental para função de uma variável real com várias sentenças. Dissertação de Mestrado, Universidade Católica de São Paulo. São Paulo, SP, Brasil. https://sapientia.pucsp.br/bitstream/handle/18765/2/Armenio%20Lannes%20Xavier%20Neto.pdf.

Pacheco, M. B., & Andreis, G. D. S. L. (2018). Causas das dificuldades de aprendizagem em Matemática: percepção de professores e estudantes do 3o ano do Ensino Médio. Revista Principia - Divulgação Científica e Tecnológica do IFPB, 1(38), 105. https://doi.org/10.18265/1517-03062015v1n38p105-119

Rabardel, P. (1995). Les Hommes et les Technologies: une approche cognitive des instruments contemporains. Université Paris. Armand Colin. http://ergoserv.psy.univ-paris8.fr/Site/.

Rabardel P. (2011). Los Hombres y las Tecnologías: visión cognitiva de los instrumentos cognitivos. (Martin Acosta Gempeler, Trad.). Universidad Industrial de Santander. Escuela de Matemáticas. Colômbia.

Senna, V. de, & Drehmer-Marques, K. C. (2022). Percepções de acadêmicos e professores quanto ao ensino remoto durante a pandemia de Covid-19. Research, Society and Development, 11(1), e37711125111. https://doi.org/10.33448/rsd-v11i1.25111

Stormowski, V., Gravina, M. A., & Lima, J. V. (2013). Tecnologia na aula de matemática: a importância do potencial semiótico. RENOTE, 11(3). https://doi.org/10.22456/1679-1916.44439

Tatto, F., & Scapin, I. J. (2004). Matemática: Por que o nível elevado de rejeição? Revista de Ciências Humanas, 5(5), 57-70. http://revistas.fw.uri.br/index.php/revistadech/article/view/245.

Valente, J. A. (1997). O uso inteligente do computador na educação. Pátio Revista Pedagógica. 1(1), 19-21. https://educacaopublica.cecierj.edu.br/artigos/2/1/o-uso-inteligente-do-computador-na-educacao.

Downloads

Published

11/03/2022

How to Cite

SILVA, D. J. C. da .; BARROS, J. V. Possibilities of using OneNote software incorporated in the Mathematics classroom to carry out activities: an analysis using the Instrumental Approach theory. Research, Society and Development, [S. l.], v. 11, n. 4, p. e9011426943, 2022. DOI: 10.33448/rsd-v11i4.26943. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/26943. Acesso em: 5 nov. 2024.

Issue

Vol. 11 No. 4

Section

Exact and Earth Sciences

License

Copyright (c) 2022 Daniel João Cândido da Silva; Janaina Viana Barros

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.