Teacher as a mediator in a high school community of practice that produces digital mathematical performance

Abstract

In this article, we discuss characteristics of the teacher's role and training based on a PhD research that investigated aspects/dimensions of how the negotiation of meanings occurs in a Group/Community, in which high school students produce digital mathematical performance (PMD). The Research is part of a mosaic of Researches of the Research Group on the Process of Teacher Training and Work of Mathematics Teachers. PMD is configured as the use of Arts and digital technologies (DT) in Mathematics Education, conceived as a didactic and pedagogical proposal, as an Active Methodology. Community of Practice is about the combination of a common domain of knowledge, a community of people who care about that domain, and a shared practice. We report part of a qualitative research, which used some concepts of Content Analysis and Arts-Based Research. The data were produced during the years 2018 and 2019, in a private school in Ribeirão Preto-SP. Participants created four PMDs in the two years of the Research, involving Function and Potentiation. The methodological procedures were field notes, PMD, Video recordings of classes and Semi-Structured Interviews. We investigated a pedagogical and multimodal environment that was configured in a different way from the traditional one, with an interaction between students and teacher, who acted as a mediator, providing the creation of an artistic and technological environment. In addition, in this interaction, we were able to perceive the interaction and sharing of concepts and practices, aspects that can lead to resignification in the teacher training process.

DOI:https://doi.org/10.56238/chaandieducasc-031