THE INTEGRATION OF DIGITAL TECHNOLOGIES IN UNDERGRADUATE MATHEMATICS CURRICULUM:

A SYSTEMATIC REVIEW OF THE LITERATURE

Abstract

This article aims to analyze discussions and practices about the use of Digital Information and Communication Technologies (DICT) in the curriculum of Undergraduate Mathematics courses through a systematic literature review. The documentary corpus is composed of 7 works from the Brazilian Digital Library of Theses and Dissertations (BDTD), 2 theses and 5 dissertations. The methodology used consisted of the guidelines on systematic literature review expressed by Brizola and Fantin (2016), Galvão and Ricarte (2019), and Campos, Caetano and Laus-Gomes (2023). The method used to analysis of the results was Content Analysis (Bardin, 1977), (Rodrigues, 2019). To assist in the analysis process, the Atlas.ti software was used, which contributed to the creation of the Analysis Categories, namely: i) Challenges faced in integrating digital technologies into the Undergraduate Mathematics curriculum; ii) Proposed strategies for the integrating digital technologies into the Undergraduate Mathematics curriculum; iii) Mathematics Teacher Education. The research results pointed to the close connection between initial and continuing education, so that initial education that ignores the technological potential in teaching tends to generate future resistance from teachers. Thus, the need for a solid articulation between initial and continuing teacher education is emphasized, so that both are aligned with the perspective of a digital culture and promote the development of reflective attitudes towards ICTs and their implications in everyday school life.