A.P. Gestoso de Souza, C.L. Brancaglion Passos

Universidade Federal de São Carlos (BRAZIL)
This study aims to show an overview on academic works produced in Brazil which inquire into the integration between technology and mathematics teaching on BS (Basic School) early years. The locus of this research has been academic works available in the following databases: Capes Portal, SciELO, Revista Eletrônica de Educação – which has been primarily analyzed through keywords, followed by title reading; and the Portal: Associação Nacional de Pós-graduação e Pesquisa em Educação – analysis from title reading.

Then, it has been done the abstract’s reading of the works found and eight papers have been selected and divide in two Topics:
Topic (1) Teacher training on the subject of math teaching in the early years;
Topic (2) Technology and math teaching experience in the early years. Thereafter, the eight works have been thoroughly read.

The Topic 1 takes four papers that focus on teacher training, either revealing ways that teachers grasp technology on their pedagogical practice, either dealing with the use of computers related to gains on geometrical concept construction or, yet, they inquire into the use of strategies in solving puzzles that focus on processing of information. All studies have as background a teachers training course.
In general, these studies point out that the use of software has rendered possible for teachers in the training course to get knowledge of math concepts. Many of them have begun to accept that technological tools could promote learning and construction of knowledge in his classes.

The Topic 2 shows four studies that examine experience reports in math classes. One paper has focused on the use of calculators to solve problems in divisions with a remainder and it has highlighted the conceptual apprehension potentialities by the use of calculators. The other ones have inquired into experiences which have used certain educational software.

All studies of Topic 1 have noted positive aspects on employment of teaching tools, with two papers that have pointed out technology’s potentialities to give rise to students motivation and effort at accomplishment of tasks; just one paper has presented strong signs that technology tools have not been underused, therefore, it has provided most effective grasping of concepts and mathematical ideas.
The search for academic works has shown a little amount of works held in Brazil which focus on the use of technologies at math teaching in BS early years. It is unquestioned that it is required a special attention to this research area.

Studies that focus on teacher training can provide two things, first, the deepening of knowledge related to teachers training, and second, such studies act upon the potentialities of training courses that call for the development of teachers that
(i) master the use of technology in math classes,
(ii) are familiar with pedagogical potentialities of this use
(iii) know how to effectively articulate them with the educational program.

Researches that analyze teaching and learning experiences can show the ways that students learn by means of use of technology at math classes and, by that, they can formulate pedagogic proposals that aim didactic use of technology integrated with the educational program.