Tecnologias na Educação Matemática e as condições da sociedade contemporânea

Alice Stephanie Tapia Sartori; Claudia Glavam Duarte

doi:10.55028/edutec.v6i1.24338

Technologies in Mathematics Education and the conditions of contemporary society

Authors

Alice Stephanie Tapia Sartori Universidade Federal do Rio Grande do Sul - Campus Litoral Norte, Tramandaí, RS, Brasil https://orcid.org/0000-0002-0442-6645
Claudia Glavam Duarte Universidade Federal do Rio Grande do Sul - Campus Litoral Norte, Tramandaí, RS, Brasil https://orcid.org/0000-0002-8608-5855

DOI:

https://doi.org/10.55028/edutec.v6i1.24338

Keywords:

Technologies in Mathematics Education, Discourses, Nova Escola Magazine

Abstract

The article problematizes statements about the use of technologies in the discourse of Mathematics Education, taking as its object of analysis the reports from Nova Escola magazine published between 1992 and 2025. The methodology employed is Foucauldian discourse analysis, which makes it possible to highlight the statements circulating about the adaptation of education to technologies, as well as criticisms of certain ways of teaching mathematics through them. The investigation adopts a theoretical perspective that problematizes the conditions of contemporary society in dialogue with Zygmunt Bauman, in order to examine how the use of technologies in mathematics teaching relates to the logic of fluidity, speed, and disposability characteristic of liquid-modern society; to identify pedagogical practices that, mediated by technological resources, contribute to the constitution of subjects through Mathematics Education; and to discuss the implications of these transformations for Education in an increasingly digitalized world permeated by technological discourses. As results, the statements legitimize the use of technologies as means to make mathematical learning more dynamic, shifting the centrality of manual calculation toward problem-solving practices, for instance, aiming at time efficiency. Technologies such as calculators, cell phones, and computers reconfigure pedagogical practices and bring new meanings to the demands of memorization in the teaching of this discipline. It is concluded that the presence of technologies in Mathematics Education can be problematized both in terms of their potential and as expressions of the demands of the present time, thus reflecting on their effects on the constitution of subjects.

Author Biographies

Alice Stephanie Tapia Sartori, Universidade Federal do Rio Grande do Sul - Campus Litoral Norte, Tramandaí, RS, Brasil

Licenciada em Matemática pela Universidade Federal de Santa Catarina (2012), Mestre em Educação Científica e Tecnológica pelo Programa de Pós-Graduação em Educação Científica e Tecnológica da Universidade Federal de Santa Catarina (2015) e Doutora pelo mesmo Programa (2019). Atualmente é Professora do Departamento Interdisciplinar da Universidade Federal do Rio Grande do Sul (UFRGS) e Professora no Programa de Pós-Graduação em Educação em Ciências (PPgECi) da UFRGS.
Claudia Glavam Duarte, Universidade Federal do Rio Grande do Sul - Campus Litoral Norte, Tramandaí, RS, Brasil

Possui graduação em Licenciatura Plena em Ciências e Matemática pela Pontifícia Universidade Católica do Rio Grande do Sul (1990), Mestrado em Educação pela Universidade do Vale do Rio dos Sinos (2003) e Doutorado em Educação pela Universidade do Vale do Rio dos Sinos (2009). Atualmente é professora do curso de Licenciatura em Educação do Campo da Universidade Federal do Rio Grande do Sul - Campus Litoral Norte, do Programa de Pós-Graduação em Educação em Ciências e do Programa de Pós-graduação em Ensino da Matemática (UFRGS).

References

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SARTORI, A. S. T. As práticas de memorização no ensino de Matemática: reconfigurações nos discursos da Revista Nova Escola. 251f. Tese de Doutorado. (Doutorado em Educação Científica e Tecnológica) — Centro de Ciências da Educação. Universidade Federal de Santa Catarina, Florianópolis, 2019. Disponível em: https://repositorio.ufsc.br/bitstream/handle/123456789/211660/PECT0395-T.pdf. Acesso em: 14 mar. 2026.

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Published

2026-03-26

Issue

Vol. 6 No. 1 (2026): Rolling pass

Section

Scholarly articles

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How to Cite

SARTORI, Alice Stephanie Tapia; DUARTE, Claudia Glavam. Technologies in Mathematics Education and the conditions of contemporary society. Edutec - Education, Digital Technologies, and Teacher Education, [S. l.], v. 6, n. 1, 2026. DOI: 10.55028/edutec.v6i1.24338. Disponível em: https://periodicos.ufms.br/index.php/EduTec/article/view/24338. Acesso em: 2 apr. 2026.