Resumo

RICHIT, Adriana  e  MALTEMPI, Marcus Vinicius. Informatics technologies, constructionism and projects pedagogy: perspectives to Mathematics teachers pre-service education. Paradígma [online]. 2009, vol.30, n.1, pp.183-204. ISSN 1011-2251.

In this paper we present some results of a study by the Graduate Program in Mathematics Education of UNESP at Rio Claro, Brazil. The purpose was to describe and analyze how to work with analytical geometry projects using dynamic geometry software, benefiting the education of future mathematics teachers. The study, of qualitative nature (Borba and Araújo, 2004; Denzin and Lincoln, 2000 and Goldenberg, 2003), was conducted with first year undergraduate students of Mathematics from UNESP, and developed teaching activities of analytic geometry using a dynamic geometry software (Geometricks). These activities composed the thematic projects in mathematics. The data from the study indicated that the combination of projects and technology favored teacher training, mathematic learning, acquisition of pedagogical notions, use of software supported by research and involvement of future mathematics teachers with situations of teaching practice. It also shows aspects of work with projects that are in line with the requirements of Constructionism.

Palavras-chave : Informatics Technologies; Constructionism; Pedagogy of Projects.