Abstract:

Despite a very relevant place of the most used teaching devices in educational processes, the blackboard and chalk are no longer sufficiently appealing to 21st century students. The most ambitious educational project for the modernization of Portuguese schools, the Plano Tecnológico Nacional (National technological plan), created conditions for the entry of what was its natural successor, the interactive multimedia board - (QIM), which started to be present in all classrooms of schools in the 1st Cycle of Basic Education. The walls of these rooms take on another life with the appearance of this interactive giant screen. QIM does not break with the past, but it harmonizes the traditional with the modern in an evolutionary process that aims at changing the way many teachers organize their practices, promote the success of their students and how they communicate. The key to success is related to the familiarity with which students, regular users of mobile devices, tablets and mobile phones, relate to QIM. In view of the multiple didactic potentialities of such a device, it would be unwise not to integrate it in the disciplinary areas of the 1st and 2nd Cycles of basic education, as the QIM is perfectly suited to the technological paradigm and digital natives. In this context, this paper intends to explore possibilities of using the QIM in the teaching and learning process of mathematics at these levels of education. Concerned with the need to enhance learning conditions and improve results in such a relevant knowledge domain, we present two tasks for mathematics, using the Smart Notebook software (Smartboard interactive whiteboard software). The selected tasks specify the domain, the subdomain, the general objective and the corresponding descriptors provided for in the Mathematical Curriculum Program and Goals (two reference documents for the mathematics discipline). In this way, mathematics teachers will have at their disposal proposals that will help them to perceive a wider picture of the didactic possibilities of QIM. With appealing graphics and an accessible language, we try to explain, step by step, how to create interactive activities for mathematics in QIM. In this way, it is intended that mathematics teachers identify possibilities for QIM's curricular integration, develop skills in its use, autonomy in the construction of their own activities and, at the same time, be able to adjust the processes to the students' needs. It is therefore expected that teachers will overcome the fear associated with the use of technological resources, using the QIM to develop innovative practices, while promoting student involvement in all elements of knowledge construction.

Note: In the Portuguese education system:
- 1st cycle of basic education - 6 to 10 years-old;
- 2nd cycle of basic education - 11 to 12 years-old.

Keywords:

Interactive multimedia board, Mathematics, teaching and learning.