Uso de recursos tecnológicos para enseñar matemática en la formación de profesores

This paper reports the results of a qualitative research that investigated the uses of technological resources in the initial training of mathematics teachers. The study population consisted of eleven teacher educators who are in charge of the teaching of mathematics in two Uruguayan teacher education institutes. Through interviews and class observations, this investigation evinced that most teacher educators integrate technological resources to their classroom practices in order to facilitate and accelerate the learning of the future educators. Teacher educators value technology’s potential to visualize properties, verify conjectures, represent, calculate, share materials, evaluate, research, foster students’ autonomy and model situations. A minority of teacher educators value technology’s potential as a transformer of the school curriculum as well. Particularly, educators identify technology’s potential to redirect the curriculum towards less instrumental aspects; others also identify its potential to renew the student’s role and the educator’s role with reference to traditional practices.