Multinumeramentos em smartphones de alunos do Ensino Médio sob telas da neurociência

Abstract

Being connected is one of the main characteristics of our students who invariably do it with the use of mobile devices, between them the smartphones, devices that work almost like a bracings for this students. In this way, we are inclined to investigate the insertion of this resource into classes involving calculations, with the purpose of investigating the possibility of emerging multiple numeracy practices with students of the vocational high school, of the electromechanical course, when apprentices appropriate this technology by solving activities within an instigating proposal. Under an approach based on a teaching dynamics driven by the students' own demands, we created a group in WhatsApp that initiated their postings after the publication of a video and provocation carried out by this researcher, regent teacher of the class. The interactions that occurred in that environment provided the input for the elaboration and implementation of tasks, which were carried out in groups, trios or pairs, during the hours of our classes, whose calculations were based on the use of the free application MyScript Calculator. Neuroscience assumptions, such as the imaging process, were used to provide us with insights that allow us to analyze how students retrieve, manipulate, form new images and offer them (or not) to the public domain, from interaction with an object, mediated by multiple resources, including digital, more specifically by the smartphone. Rescuing and relating research on numeracy and multiliteracy, these coming from the field of languages, based them on the observation of possibilities regarding numeracy practices. Audio and video recordings, photographs, student activity sheet, in app resolutions, posts in the WhatsApp group, and the researcher's journal were the instruments that gave us the opportunity to collect data. In this way, the present investigation shows results of the performed implementation, whose analysis revealed multiple forms of numeracy made possible by the use of different resources in the proposed teaching dynamics, whose dialogue with studies on literacy, multiliteracy and numeracy led us to the conjecture of a new construct, the multinumeracy. Multinumeracy implies the simultaneous appropriation, without hierarchy or predominance, of multiple representations of numeracies, made possible by diverse technologies, including digital ones, to deal with information that involves numbers, legitimizing the participation of the individual in his social practices. These multiple representations, created thanks to the different alternatives made possible by the use of the smartphone and thanks to the shared, open classroom dynamics, guided by the students' interests, allow the perception, evocation, manipulation and formation of new images. The way in which this study was designed suggests a different modality of research methodology that carries with it traces of other research genres, converging and ensuring as possible a methodological contribution that instigates new horizons.