The collective constitution of being a teacher who teaches mathematics using digital videos: an online collaborative education process

• Grant number: 24/19404-9
• Support Opportunities: Scholarships in Brazil - Doctorate
• Start date: September 01, 2025
• End date: February 28, 2029
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Marcelo de Carvalho Borba
• Grantee: Matheus Souza de Almeida
• Host Institution: Instituto de Geociências e Ciências Exatas (IGCE). Universidade Estadual Paulista (UNESP). Campus de Rio Claro. Rio Claro , SP, Brazil

Abstract

In recent decades, research in the field of mathematics education has focused on the roles of digital technologies in teaching and learning processes. At the national level, the historical-cultural movement of digital technologies in mathematics education has emphasized, in its most recent phase, digital videos as non-humans constituted by the agency. Considering this context, this research project aims to investigate how the movement of collective constitution of the teacher being who engages in the participation of Digital Video and Mathematics Education Festivals dialectically impacts the teacher education and teaching work. To this end, it is supported by the scientific literature that addresses the participation of digital videos in the formation of critical, creative and active subjects through mathematics education. These assumptions are articulated with the theoretical-methodological framework, the theory of objectification, and the theoretical construct humans-with-media. The qualitative investigation will be characterized as teacher education research, since it intends to propose an online collaborative education process with teachers who teach mathematics. The data will be produced from video recordings of the meetings, the collective productions of the participants and the researcher's observation notes. Through a multimodal interpretative transcription analysis, the collective discursive and non-discursive work of the teachers and researcher will be reconstructed in several layers, which will allow the analysis of the processes of objectification and subjectification in the scene. In short, by corroborating digital videos as media that dialectically constitute the being of a teacher, it is expected to advance theorizations in the area of mathematics education that guide the intertwining between the collective production of knowledge and subjectivities in the teacher education and teaching work with digital technologies.