Teacher Action and Student Action in Mathematics Classes Based on the Exploration of Learning Objects on Digital Board: Categorisations and Connections

Resumo

Background: The methods by which mathematics content can be taught and learned using technologies and how they condition the production of mathematical knowledge have usually been the subject of our research. These investigations have allowed us to describe, understand and analyse the educational context in which we researchers are inserted, also allowing us to highlight the teacher’s and the students’ actions, their categorisations, and connections during the implementation of classes. These reasons motivated us to carry out this investigation. Objectives: To characterise the teacher’s and the students’ actions, highlighting their connections. Design: Qualitative research based on content analysis. Setting and participants: The research subjects were 1 teacher; 24 elementary school students, 10 students of the 6^th grade and 14 of the 7^th grade, and 12 high-school 3^rd graders, all enrolled in the Paraná state network. Data collection and analysis: The actions were captured through field notes and video recordings, later transcribed. Results: In view of the information collected and the analyses carried out, 22 categories were evidenced for the teacher’s action and 40 categories for the student’s action. Conclusions: We proved that some of the teacher's actions triggered several other students’ actions. However, we identified three categories of students’ actions unrelated to the teacher’s actions nor to the performance of the activity provided by the learning objects. In fact, such actions were provided by the learning environment in which students used technological resources.