Tecnologías digitales en la virtualidad forzada y sus implicancias en la formación de profesores/as en Matemática

Source abstract

In this paper we present the results of an interpretive–descriptive research. We analyzed the teaching proposals of students who took the Teaching Practice in contexts of forced virtuality (2020–2021) in the Mathematics Teaching career at UNL. We explain how TD were included in the secondary school classroom. We study the types and purposes of use of digital resources and identify aspects considered valuable by practitioners to teach mathematics mediated by them. We recognized epochal traits in their voices that contribute to the design of proposals in the new in–person scenarios.