Obstáculos na integração de tecnologias da informação e comunicação (tics) por professores de matemática na educação básica: uma perspectiva docente.

Abstract

Given technological advances and the need for modernization in the educational context, Information and Communication Technologies (ICTs) have been gaining ground in educational practices, especially in the teaching of mathematics in basic education. However, despite these technological advances, many teachers still face serious obstacles in effectively integrating these tools in the classroom. Therefore, this study aimed to investigate the main obstacles faced by mathematics teachers in integrating ICTs into their pedagogical practices, from a teaching perspective. To this end, we used a systematic literature review methodology, which follows defined protocols and aims to answer a fundamental question: What obstacles do basic education mathematics teachers face in using ICTs in their classrooms? Academic publications covering the period from 2010 to 2024 that directly addressed mathematics teaching in basic education and discussed the obstacles faced by teachers in integrating ICTs were analyzed. After reading the articles, the data revealed five predominant categories of obstacles faced by teachers: a) Lack of teacher training; b) Deficient school infrastructure; c) Resistance to technological innovation; d) Teacher workload overload; e) Student adaptation to technology. Therefore, this study contributes to highlighting the main obstacles to the integration of ICTs in mathematics teaching and reinforces the need for investment in infrastructure and teacher training for its effective implementation in basic education. Keywords: Information and Communication Technologies; Mathematics Teaching; Integration; Mathematics Teacher.