A work with digital technologies in training courses of mathematics teachers: possibilities for thought

Abstract

This article aims to discuss how a work with digital technologies (TD) that presents an investigation activity can create possibilities for thinking in mathematics classes. We present this 'thinking' from Heidegger's theory. The work brings the discussion to teacher education courses, where it proposes that the opening for investigation, discussion, and creation can take place in each of its disciplines, not only in those directly related to the pedagogical area. The work, developed from qualitative research with a phenomenological focus, proposes an activity centered on the fundamental theorem of calculus, an important theme for differential and integral calculus. The activity was developed with students of a degree in mathematics course. The data of this work were obtained through the analysis of the discussions of one of the groups of students. From the theoretical framework studied on thinking in Heidegger and the data analyzed, we perceive: the movement, that is, the unthought and the thinkable, which “gives itself to thinking”; the search for meaning of what is presented and the topic studied as something that amazes, that opens in the classroom a disposition to think about what is shown in the activity. We conclude, therefore, that when invited to develop an activity that instigates thinking, question, elaborate, test and validate hypotheses, students are thrilled with the discoveries, i.e., they launch themselves into a movement where they find the unthought and the thinkable, which “gives itself to thinking”, when they are interested in thinking.