Desenho De Tarefas Matemáticas Fenomenológicas Com Integração De Tecnologia Na Formação Inicial De Professores De Matemática

Didactic phenomenology is present in school curricula that promote a functional approach to Mathematics, where the resolution of tasks contextualized in real phenomena is sought that make evident the application of Mathematics to understand, interpret and solve problems. The design of these tasks is an activity of the Mathematics teacher, so it is relevant that initial training programs for Mathematics teachers offer opportunities to design tasks that respond to these demands. This text aims to analyze the operationalization of the principles that guide the design of phenomenological mathematical tasks with integration of technology, based on the model of the School Phenomenological Cycle (SPC) in the context of initial training of Mathematics teachers. The results presented here are part of a study that was developed for three years following a qualitative methodology. In this case, the analysis of two mathematical tasks is presented, the results of which show the different mathematical and didactic-mathematical considerations in the design of tasks for the linear function teaching.