<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-3470</journal-id>
<journal-title><![CDATA[Uniciencia]]></journal-title>
<abbrev-journal-title><![CDATA[Uniciencia]]></abbrev-journal-title>
<issn>2215-3470</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional, Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-34702020000200153</article-id>
<article-id pub-id-type="doi">10.15359/ru.34-2.9</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Tecnologías digitales de información y comunicación como recurso didáctico en el currículo de matemáticas]]></article-title>
<article-title xml:lang="pt"><![CDATA[As Tecnologias Digitais da Informação e Comunicação como um recurso didático no Currículo de Matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Digital information and communication technologies as a didactic resource in the mathematics curriculum]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ryokiti Homa-Agostinho]]></surname>
<given-names><![CDATA[Iaqchan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira-Groenwald]]></surname>
<given-names><![CDATA[Claudia Lisete]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Luterana do Brasil Canoas Programa de Pós-graduação em Ensino de Ciências e Matemática. ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Luterana do Brasil Canoas Programa de Pós-graduação em Ensino de Ciências e Matemática. ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>34</volume>
<numero>2</numero>
<fpage>153</fpage>
<lpage>170</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702020000200153&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702020000200153&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702020000200153&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta los resultados de la investigación del proyecto Educación Matemática y Tecnologías Digitales, desarrollado en el grupo de investigación de Estudios Curriculares de Educación Matemática (GECEM), del Programa de Posgrado en Enseñanza de Ciencias y Matemáticas (PPGECIM), de la Universidad Luterana del Brasil (ULBRA), en Canoas, provincia del Rio Grande del Sur, Brasil. Se entiende que las tecnologías han cambiado la forma en que los seres humanos interactúan y piensan en relación con el mundo que los rodea y la Educación Matemática necesita adaptarse a esta realidad. El problema que impulsa el estudio con las Tecnologías Digitales, del grupo GECEM, es: ¿Cuáles son las posibilidades didácticas de las tecnologías digitales para la educación matemática en la educación básica y superior? Se ha llevado el análisis sobre el potencial pedagógico de las tecnologías digitales (computadoras, tabletas, teléfonos inteligentes, calculadoras) en educación matemática, tanto en educación básica como en educación superior (formación de docentes y cursos que utilizan las matemáticas como apoyo en la instrucción profesional). La metodología utilizada durante la investigación fue de tipo exploratorio, de naturaleza analítica-descriptiva. Presentamos un simulador de un brazo robótico, un objeto de aprendizaje para la visualización del área de triángulos y una secuencia didáctica, con el tema Estadística y Educación Ambiental. Los resultados encontrados, con el uso de recursos digitales, son positivos y demuestran potencial para ser utilizados por los maestros en el aula, de forma tal que pueden explorarse en la planificación didáctica, tanto en educación básica como en la capacitación de maestros.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta os resultados de pesquisa do projeto Educação Matemática e Tecnologias Digitais, desenvolvida no grupo de pesquisa de Estudos Curriculares de Educação Matemática (GECEM), do Programa de Pós-graduação em Ensino de Ciências e Matemática (PPGECIM), da Universidade Luterana do Brasil (ULBRA), em Canoas, no estado do Rio Grande do Sul, Brasil. Entende-se que as tecnologias alteraram o modo de interação e de pensamento do ser humano em relação ao mundo que o rodeia e neste período de informatização massiva, no qual as atividades têm migrado para o formato digital, a Educação e a Educação Matemática também necessitam se adequar a essa realidade. A pergunta que move as pesquisas ligadas às Tecnologias Digitais do grupo GECEM é: quais as possibilidades didáticas das tecnologias digitais para a Educação Matemática na educação básica e no ensino superior? Levando a análise sobre o potencial pedagógico das tecnologias digitais (computadores, tablets, smartphones, calculadoras) na educação matemática, tanto na educação básica quanto no ensino superior (formação de professores e cursos que utilizam a matemática como suporte na formação profissional). A metodologia utilizada durante a pesquisa foi do tipo exploratória de natureza analítico-descritiva. Foram apresentados um simulador de um braço robótico, um objeto de aprendizagem para visualização da área de triângulos e uma sequência didática com a temática Estatística e Educação Ambiental, cujos resultados, encontrados com a utilização de recursos digitais, foram positivos e demonstram potencial para ser utilizados pelos professores na sala de aula, podendo ser explorados no planejamento didático, tanto na educação básica quanto na formação de professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents the results of the project entitled Mathematics Education and Digital Technologies, conducted in the research group of Curriculum Studies of Mathematics Education (GECEM), of the Graduate Program in Science and Mathematics Education (PPGECIM), from Universidade Luterana do Brasil (ULBRA), Canoas, State of Rio Grande do Sul, Brazil. It is understood that technologies have changed the way humans interact and think regarding the world around them, and mathematics education needs to adapt to this reality. The problem that motivated the GECEM group to conduct this research on digital technologies was: What are the didactic possibilities of digital technologies for mathematics education in basic and higher education? The paper analyzes the pedagogical potential of digital technologies (computers, tablets, smartphones, calculators) in mathematics education, both in basic and higher education (teacher training and courses that use mathematics as support in professional training). The methodology used during the research was exploratory with an analytical-descriptive approach. For instance, a robotic arm simulator was used as a learning object for the visualization of triangle areas and didactic sequence, for the statistics and environmental education topic. The results of using digital resources have been positive, and such resources have potential to be used by teachers in the classroom; therefore, they should be explored for didactic planning, both in basic education as well as to train teachers.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[Educação multimídia]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias Educativas]]></kwd>
<kwd lng="pt"><![CDATA[STEM]]></kwd>
<kwd lng="pt"><![CDATA[Simuladores de Robótica]]></kwd>
<kwd lng="en"><![CDATA[Mathematics education]]></kwd>
<kwd lng="en"><![CDATA[multimedia teaching]]></kwd>
<kwd lng="en"><![CDATA[educational strategies]]></kwd>
<kwd lng="en"><![CDATA[STEM]]></kwd>
<kwd lng="en"><![CDATA[Robotics Simulators]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de las matemáticas]]></kwd>
<kwd lng="es"><![CDATA[enseñanza multimedia]]></kwd>
<kwd lng="es"><![CDATA[estrategias educativas]]></kwd>
<kwd lng="es"><![CDATA[STEM]]></kwd>
<kwd lng="es"><![CDATA[Simuladores de Robótica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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