TEACHING MATHEMATICS AND DIGITAL TECHNOLOGIES: A PROCEDURAL APPROACH

Abstract

The objective of this article is to present some theoretical and methodological aspects regarding the use of Digital Technologies (cell phones, computers, tablets, digital games, etc.) as a possibility for teaching and learning procedural content taught in the early years. Learning this type of content, when mediated by Digital Technology, generates profound changes in the knowledge construction process. Considering that the most common access channels in the 21st century are still chalk, blackboards, teachers, and textbooks, it is worth remembering that students are now allowed to navigate different information spaces, which can also enhance the student's learning process by allowing them to go beyond learning to "know" and giving them the opportunity to learn to "do." In this sense, the student becomes a participating subject in the knowledge construction process, also mediated by Digital Technology.