Les relations entre la créativité et le travail avec les technologies numériques révélées dans la littérature sur l'enseignement des mathématiques
DOI :
https://doi.org/10.23925/1983-3156.2025v27i1p059-091Mots-clés :
Créativité, Créativité en mathématiques, Technologies numériques, Enseignement des mathématiques, Cartographie de rechercheRésumé
Cet article vise à identifier les relations entre la créativité et le travail avec les technologies numériques dans la littérature axée sur l'enseignement des mathématiques dans les portails de la Bibliothèque numérique brésilienne de thèses et de mémoires, dans le catalogue de thèses et de mémoires du CAPES, dans le portail des périodiques du CAPES et dans les actes. du Congrès international sur l'enseignement mathématique et de la Conférence internationale sur la créativité et la douance mathématiques, trente-huit publications ont été sélectionnées. Parmi celles-ci, des informations telles que le titre, l'auteur/l'année, la définition de la créativité, la question ou l'objectif de recherche et les relations entre la créativité et la technologie ont été collectées et catégorisées. De l'analyse, nous avons identifié que: (i) le potentiel des technologies numériques pour le développement de la créativité réside dans la facilitation de l'articulation des idées, l'ouverture des perspectives, la possibilité de prendre des risques et la collaboration; (ii) que l’enseignement des mathématiques avec les technologies numériques pour la créativité est lié à un travail qui favorise les contextes d’exploration, d’expérimentation, d’accès et de partage des connaissances; et (iii) que la créativité dans la construction d'activités avec les technologies numériques est liée à l'innovation pédagogique, aux opportunités d'apprentissage et à l'adéquation de l'expérience d'utilisation de la technologie à l'objectif pédagogique. En outre, nous soulignons comme lacunes de recherche la compréhension de la manière dont se produit le développement et l’expression de la créativité pédagogique lors du travail avec les technologies numériques en classe et la nécessité d’approfondir l’étude du processus créatif pédagogique avec ces technologies.
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