A Lousa Digital no ensino de Matemática: análise das interações docentes

This paper discusses some results of a MSC research aiming to analyse teaching activity using Interactive blackboard on mathematics class, specifically on ratio and proportion, a teaching interaction analysis. The theoretical framework were based on the literature on interaction and interactivity and on the theory of activity. A case study within an expertise mathematics teacher class using an interactive blackboard was undertaken. His class was recorded and 130 interaction were analysed considering the content analysis perspective. The results pointed out a strong presence of the interactive blackboard in the interaction aiming didactic mediations. Nonetheless, these interactions focused on bringing examples into class as a media projector use. Meanwhile its use in the perspective of an interactive blackboard was smaller. This use was more present when teacher had to answer pupils doubt. A barrier on allowing students to use the interactive blackboard directly was observed. Finally, the study revealed some possibilities but also a long way toward a use of this media in the sense of the convergence of medias.