Twitter e Facebook: aprendizagem colaborativa em Matemática

Abstract

The present study begins research on how social networking sites Twitter and Facebook involved modifying the teaching-learning of mathematics. Therefore, it approaches the Information and Communication Technologies (ICT) in everyday school life through the influence of the social context in which it is inserted contemporary society and exceeds the physical education that occurs. Specifically on ICT discusses the possibility of using social networking sites as spaces mediators of teaching-learning process, aiming collaborative production of knowledge, the development of teaching projects involving research into the history of mathematics. This research is based on theories that discuss the use of ICT in education such as Pierre Lévy, the research as a process that enables the student to work in the construction of their learning as Pedro Demo and articulates the concepts of the theory socio-cultural-historical Vygosky to be the student, the active subject in the process of learning and development. It is concluded in this study that social networking sites actually participated and changed the teaching-learning process, and enabled the collaborative production of knowledge in enabling change to teaching.