Model of Innovation: Process of Integrating Technology in Mathematics Education

Celina A.A.P. Abar


This article aims at discussing the process of integrating technology by Mathematics teachers according to Everett Mitchell Rogers’s model of innovation. This author presents concepts and explanatory categories, which may help, understand the elements that make up the process teachers face from their initial contact with the idea of teaching with the use of information technology (IT) to their choosing or not to use this work proposal. Thus, understanding innovation and educational innovation is necessary, implying analysis of technological innovation and, ultimately, of teacher training facing a new pedagogical practice. Rogers’ (2003) model proves to be an important contribution to understanding the many variables that can influence the inclusion of technologies into pedagogical practice.


Innovation, IT, Teacher Training, Mathematics Education

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Direitos autorais 2017 Celina A.A.P. Abar

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Esta obra está licenciada sob uma licença Creative Commons Atribuição 4.0 Internacional.


Conceito A1 na Capes(2019)

Índice h5 do Google Scholar: 13
Índice mediana h5 do Google Scholar:24

eISSN: 2178-7727


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