{"id":{"repo_id":"brazil-ufpb","oai_identifier":"oai:repositorio.ufpb.br:123456789/771"},"canonical_url":"https://search.dev.ndltd.org/etd/brazil-ufpb/oai:repositorio.ufpb.br:123456789/771","repository":{"repo_id":"brazil-ufpb","name":"Brazil UFPB","base_url":"https://repositorio.ufpb.br/oai/request"},"display":{"title":"Conhecimento que o professor de matemática da educação básica da cidade de Cabaceiras – PB tem acerca do uso de recursos tecnológicos.","abstract":"This study aimed to analyze the knowledge that mathematics teachers of elementary school (6th to 9th year) public school in the city of Cabaceiras - PB have about the use of technological resources. We take as a basis for theoretical studies Borba &Penteado (2003), Ponte (2000) and Mercado (2002) regarding the use of technology in the mathematics classroom. Therefore, the study was the central steps preparation and application of a questionnaire in order to investigate the knowledge of mathematics teachers have about the use of technological resources in the classroom, as well as identify the difficulties encountered by them in relation to use of technologies. Since the methodology used in this work is a qualitative research, where the result of it directly depends on its participants. The analysis of data collected from the questionnaire, in general, showed that all teachers recognize the importance, for example, the use of a calculator, computer, internet and software, for the teaching and learning of mathematics, however, teachers have difficulties to use them in the classroom, because they had in basic training or vocational training and the opportunity to deal with the technologies as teaching methodology. The teachers are not prepared to work in this new technological reality, they do not feel prepared to diversify classes and relate the syllabus with the reality experienced by the students.","abstract_html":"This study aimed to analyze the knowledge that mathematics teachers of elementary school (6th to 9th year) public school in the city of Cabaceiras - PB have about the use of technological resources. We take as a basis for theoretical studies Borba &Penteado (2003), Ponte (2000) and Mercado (2002) regarding the use of technology in the mathematics classroom. Therefore, the study was the central steps preparation and application of a questionnaire in order to investigate the knowledge of mathematics teachers have about the use of technological resources in the classroom, as well as identify the difficulties encountered by them in relation to use of technologies. Since the methodology used in this work is a qualitative research, where the result of it directly depends on its participants. The analysis of data collected from the questionnaire, in general, showed that all teachers recognize the importance, for example, the use of a calculator, computer, internet and software, for the teaching and learning of mathematics, however, teachers have difficulties to use them in the classroom, because they had in basic training or vocational training and the opportunity to deal with the technologies as teaching methodology. The teachers are not prepared to work in this new technological reality, they do not feel prepared to diversify classes and relate the syllabus with the reality experienced by the students.","abstract_has_math":false,"creators":["Farias, Marli Costa de."],"institution":"Matemática","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-09-22","date_published":"2014-09-22","updated_at":"2026-07-24T01:18:03Z","subjects":["Ensino e aprendizagem da matemática","Recursos tecnológicos em matemática","Teaching and learning mathematics","Technological resources in mathematics"],"languages":["pt"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repositorio.ufpb.br/jspui/handle/123456789/771","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Farias, Marli Costa de."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-09-22T18:23:13Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-09-22T18:23:13Z"]},{"key":"dc:date.issued","label":"Date","values":["2014-09-22"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Matemática"]},{"key":"dc:type","label":"Dc Type","values":["TCC"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Ensino e aprendizagem da matemática","Recursos tecnológicos em matemática","Teaching and learning mathematics","Technological resources in mathematics"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["pt"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://repositorio.ufpb.br/jspui/handle/123456789/771"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study aimed to analyze the knowledge that mathematics teachers of elementary school (6th to 9th year) public school in the city of Cabaceiras - PB have about the use of technological resources. We take as a basis for theoretical studies Borba &Penteado (2003), Ponte (2000) and Mercado (2002) regarding the use of technology in the mathematics classroom. Therefore, the study was the central steps preparation and application of a questionnaire in order to investigate the knowledge of mathematics teachers have about the use of technological resources in the classroom, as well as identify the difficulties encountered by them in relation to use of technologies. Since the methodology used in this work is a qualitative research, where the result of it directly depends on its participants. The analysis of data collected from the questionnaire, in general, showed that all teachers recognize the importance, for example, the use of a calculator, computer, internet and software, for the teaching and learning of mathematics, however, teachers have difficulties to use them in the classroom, because they had in basic training or vocational training and the opportunity to deal with the technologies as teaching methodology. The teachers are not prepared to work in this new technological reality, they do not feel prepared to diversify classes and relate the syllabus with the reality experienced by the students."]},{"key":"dc:title","label":"Title","values":["Conhecimento que o professor de matemática da educação básica da cidade de Cabaceiras – PB tem acerca do uso de recursos tecnológicos."]}]}],"canonical_facts":{"dc:creator":["Farias, Marli Costa de."],"dc:date.accessioned":["2014-09-22T18:23:13Z"],"dc:date.available":["2014-09-22T18:23:13Z"],"dc:date.issued":["2014-09-22"],"dc:description.abstract":["This study aimed to analyze the knowledge that mathematics teachers of elementary school (6th to 9th year) public school in the city of Cabaceiras - PB have about the use of technological resources. We take as a basis for theoretical studies Borba &Penteado (2003), Ponte (2000) and Mercado (2002) regarding the use of technology in the mathematics classroom. Therefore, the study was the central steps preparation and application of a questionnaire in order to investigate the knowledge of mathematics teachers have about the use of technological resources in the classroom, as well as identify the difficulties encountered by them in relation to use of technologies. Since the methodology used in this work is a qualitative research, where the result of it directly depends on its participants. The analysis of data collected from the questionnaire, in general, showed that all teachers recognize the importance, for example, the use of a calculator, computer, internet and software, for the teaching and learning of mathematics, however, teachers have difficulties to use them in the classroom, because they had in basic training or vocational training and the opportunity to deal with the technologies as teaching methodology. The teachers are not prepared to work in this new technological reality, they do not feel prepared to diversify classes and relate the syllabus with the reality experienced by the students."],"dc:identifier.uri":["https://repositorio.ufpb.br/jspui/handle/123456789/771"],"dc:language.iso":["pt"],"dc:publisher.department":["Matemática"],"dc:subject":["Ensino e aprendizagem da matemática","Recursos tecnológicos em matemática","Teaching and learning mathematics","Technological resources in mathematics"],"dc:title":["Conhecimento que o professor de matemática da educação básica da cidade de Cabaceiras – PB tem acerca do uso de recursos tecnológicos."],"dc:type":["TCC"]},"updated_at":"2026-07-24T01:18:03Z"}