Articulation of ICT in teachers in training in mathematics education

Abstract

The objective of this article is to analyze the process of articulation of information and communication technologies (ICT) carried out by teachers in training in their pedagogical practices of the degree program in Mathematics of the University of the Atlantic, As these technological tools provide us with endless advantages when it comes to addressing topics in math classes, we decided to ask the following question: How are teachers in training in Mathematics at the University of the Atlantic carrying out the process of articulating ICTs in pedagogical practices?. In our work, a descriptive-comparative design was used, with a qualitative approach, in the instruments we applied a survey directed to teachers in training and a rubric directed to their current advisory teachers, in which a triangulation was made in order to compare the results obtained with the theoretical framework previously reflected in the present investigation. During the implementation of these instruments done through the virtual platform "Google Form", the information that was collected allowed us, through a descriptive-comparative design, to clearly know how this articulation process is being carried out in different educational institutions of the Atlántico department.