TRAINING AND PREPARATION OF FUTURE TEACHERS FOR THE INTEGRATION OF ICT IN MATHEMATICS CLASSES

Abstract

This article sought to analyse the extent to which third-year students of the Mathematics Teaching course possess didactic competencies that enable them to integrate digital technologies into their pedagogical practices. Based on the analysis of the empirical data, the main weakness identified was the insufficiency of skills and literacies related to the pedagogical use of ICT, which limits the effective implementation of lessons using technological resources. Methodologically, a qualitative case study approach was adopted, using research instruments appropriate to this investigative design. The results demonstrate the need for enriched initial teacher education oriented towards the integration of digital technologies in Mathematics teaching, considering the major limitations related to access to equipment, technical mastery, and acceptance of technology use in educational contexts. Therefore, strengthening the training and qualification of future teachers constitutes a central element for the innovation of pedagogical practices using ICT.