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The Pre-service Teacher Education has presented gaps related to offer possibilities to build knowledge about the pedagogical use of digital information and communication technology (DICT) by students. Based on this problematic, the research aim was to investigate how teachers’ pre-service courses have provided to the future teachers learning opportunities to teach Mathematics with DICT in Mato Grosso do Sul, Brazil. The research method was qualitative, documentary and the analysis were interpretive, with preestablished categories by the Pedagogical Political Project (PPP) of the Mathematics Degree Course at the Federal University of Mato Grosso do Sul, Campus Pantanal. The theoretical basis was the TPACK Model, developed by Mishra and Koehler, which establishes the teaching knowledge necessary to teach with DICT. The research revealed that in the course is rarely discussed the characteristics of the Pantanal and how DICT can help in the composition of a multicultural curriculum, however the schedule of some disciplines allow us to infer that they provide opportunities for the construction of technological pedagogical knowledge(TPK), technological content knowledge (TCK) and pedagogical content knowledge (PCK) and, consequently, can point to the construction of TPACK.

Licenciatura actual en matemáticas: la urgencia de la enseñanza con tecnologías digitales de información y comunicación