High school maths teachers and ICT in Goiás-Brazil

This paper describes the results of a master's research project on 'Information and communication technologies in state public schools in Goiás - what high school maths teachers say', carried out at the University Centre of Anápolis - UniEVANGÉLICA (2014). The aim was to analyse the inclusion or non-inclusion of ICT in the teaching and learning process of Mathematics in the public education network of the state of Goiás. To this end, 5 (five) schools representing the five mesoregions of the state were selected. Methodologically, the work is characterised as exploratory research of a qualitative and quantitative nature, with data collected by means of a questionnaire and interviews. The results reveal a worrying picture with regard to the process of teaching and learning maths and the new educational model, through the inclusion of ICT in education, such as the lack of physical structure in schools, continuing teacher training for the use of ICT and well-planned public educational policies that end up drawing the map of the non-inclusion of ICT in teachers' pedagogical actions.

Autorentext

(1) Abadia de Lourdes da Cunha - Master in Environmental Sciences from the University Centre of Anápolis - UniEvangélica (2015). (2) Maria Gonçalves da Silva Barbalho - PhD in Environmental Sciences from the Federal University of Goiás (2010).

Klappentext

This paper describes the results of a master's research project on 'Information and communication technologies in state public schools in Goiás - what high school maths teachers say', carried out at the University Centre of Anápolis - UniEVANGÉLICA (2014). The aim was to analyse the inclusion or non-inclusion of ICT in the teaching and learning process of Mathematics in the public education network of the state of Goiás. To this end, 5 (five) schools representing the five mesoregions of the state were selected. Methodologically, the work is characterised as exploratory research of a qualitative and quantitative nature, with data collected by means of a questionnaire and interviews. The results reveal a worrying picture with regard to the process of teaching and learning maths and the new educational model, through the inclusion of ICT in education, such as the lack of physical structure in schools, continuing teacher training for the use of ICT and well-planned public educational policies that end up drawing the map of the non-inclusion of ICT in teachers' pedagogical actions.