Matemática Fora da Sala de Aula com o MathCityMap
DOI:
https://doi.org/10.25755/int.27261Abstract
This paper reports on a study that seeks to understand future teachers' perceptions about the use of digital technology in outdoor mathematics. We followed a qualitative and interpretive approach, and data was collected through participant observation, questionnaires and photographic records. Forty-eight future teachers participated in this study, who were enrolled in a curricular unit of Didactics of Mathematics, using the MathCityMap app to carry out a math trail in the city of Viana do Castelo. The results show that they valued the experience, having had the opportunity to solve tasks in a real context, through cooperative work, which promoted critical thinking and the establishment of mathematical connections. They considered the application motivating, easy to use and more interactive than the paper version, also referring to its contribution to the engagement of students in active learning, the development of spatial orientation and autonomy. As for limitations, the participants highlighted the possible lack of access to Wi-Fi; the fact that younger students typically do not own smartphones; and, in terms of tasks, limited answer formats to exact value, interval or multiple choice.
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