As práticas de letramento matemático digital e o papel mediador das tecnologias digitais: uma experiência com o software superlog na educação básica

Abstract

The article in question refers to an excerpt from a research developed within the scope of the Professional Master's in Education, whose objective was to analyze the potential of the computational environment Logo in digital mathematical literacy practices in the development of algebraic thinking. The data were generated from tasks developed with students in the fifth year of elementary school at a publicschool in the interior of Minas Gerais. For theoretical foundation, authors who discuss digital technologies and mathematical literacy and digital literacy with a focus on Soares(2002), Ribeiro and Coscarelli(2017), Street(2004), Borba(2001) andMendes(2007) were used as theoretical input. As a result, it was obtained the understanding that the use of digital technologies enhances the teaching and learning process, since the student is placed in front of their social reality, as currently digital technology is part of the history and cultural context of the students. subjects, and this use of digital technology, and other media, and the intentionality in which the situation triggering the learning was elaborated allowed the daily knowledge, mathematical knowledge and digital knowledge they already had to be mobilized and added to those that they acquire during the task, reaching the learning objectives.