Possibilities of using OneNote software incorporated in the Mathematics classroom to carry out activities: an analysis using the Instrumental Approach theory

Authors

DOI:

https://doi.org/10.33448/rsd-v11i4.26943

Keywords:

OneNote; Mathematics classroom; Instrumental approach.

Abstract

As a result of the teachers' search for technological resources that help learning in the Mathematics classroom and the problems faced, such as the difficulty in helping all students in increasingly overcrowded classrooms. The main objective of this work is to analyze the OneNote software as a possible instrument to be used in mathematics classes. The method used to analyze this tool was the Instrumental Approach, which allowed, through its usage schemes and schemes of instrumental collective activities, to carry out the process of transforming the tool into a useful instrument in the classroom. By carrying out an internal research creating conjectures of situations that could occur with the use of OneNote in the classroom, he realized that the "Mathematics" tool of the software would allow a better help to clarify doubts, concluding that this instrument will serve as a great support in math classes involving content on equations, inequalities, functions and analytical geometry.

Author Biography

Janaina Viana Barros, Universidade de Pernambuco

Graduated in Materials Engineering from the Federal University of Paraíba - Campina Grande (2000) with a Masters in Mechanical Engineering (2003) from the Federal University of Pernambuco and a PhD in Materials Science (2007) from the same University. She is currently an Adjunct Professor, level II B of the full degree course in mathematics and a researcher at the University of Pernambuco-UPE, Campus Garanhuns, in the following areas of research: teaching mathematics, applied mathematics, environmental area and advanced and traditional ceramic materials. She was a member of the Research Ethics Committee at UPE (CEP / UPE) and currently participates in the Structuring Teaching Core of the Full Degree in Mathematics. She taught basic mathematics I, financial mathematics, history of mathematics, counting principles, algebra, differential and integral calculus I, II and III, differential equations and statistics in the Full Degree in Mathematics. She also taught classes at the Lato Sensu Graduate Program in Mathematics Teaching. She performed the role of Tutoring Coordinator in the Specialization Course in Mathematics Teaching, distance modality, through the Distance Education Center of the University of Pernambuco, in partnership with the Open University of Brazil UAB. She effectively participates in the Supervised Internship and monograph orientations of the Lato Sensu Postgraduate Course in Mathematics Teaching Programming. Vice-coordinator of the Degree in Mathematics at the University of Pernambuco / Campus Garanhuns (2018 to 2020).

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Published

11/03/2022

How to Cite

SILVA, D. J. C. da .; BARROS, J. V. Possibilities of using OneNote software incorporated in the Mathematics classroom to carry out activities: an analysis using the Instrumental Approach theory. Research, Society and Development, [S. l.], v. 11, n. 4, p. e9011426943, 2022. DOI: 10.33448/rsd-v11i4.26943. Disponível em: https://www.rsdjournal.org/index.php/rsd/article/view/26943. Acesso em: 24 apr. 2024.

Issue

Vol. 11 No. 4

Section

Exact and Earth Sciences

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Copyright (c) 2022 Daniel João Cândido da Silva; Janaina Viana Barros

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