Identification and Analysis of the Information and Computation Technologies’ Dimensions in the Mathematics Classrooms in the Teachers Education Context

Abstract

The development of Information and Computer Technologies (ICT) provides another dimension to the educational process, which transcends the inappropriate paradigms of traditional education characterized by programmed instruction, transmission of information, and "training" of mechanical reasoning. This other dimension gives priority to a new knowledge that considers creative thought as a basic aspect of human cognition. The mathematical educator assumes a fundamental role when seeking to make the methods of education and theories of work compatible with information technologies and communication, making them integral parts of the student’s reality. The aim of this study, developed from the course “Philosophy of Education: Issues in Mathematical Education”, was to investigate and establish relations between the diverse ways that the schools work with technology in Mathematical Education. Through description and analysis of data extracted from responses to a questionnaire, the main proposal of this work is to identify and analyze the limits and potential of the various dimensions implicit in the process of implantation of the use of computers in the Mathematics classroom to contribute to the process of teacher education. Key-words: Information and Computation Technologies (ICT). Mathematics. Computers in classroom.