Teacher education in digital culture: Paths for mathematics learning and teaching

This article aims to investigate a teaching practice carried out by a group of prospective teachers in a mathematics education teaching degree program, including the integration of digital resources in the teaching of mathematics at an elementary school. The study is based on the constructivist framework and intelligence technologies, employing a qualitative case study approach as a research methodology. The analysis of the methodological journey of this practice and its developments aims to explore the paths and possibilities for thinking about teacher education in digital culture. As a result, education in digital culture promoted prospective teachers’ collaborative work, creating an enriched environment and consequently expanding their experience. It is noteworthy that, despite the growing digital technological presence, the driving force behind innovations remains centered on humans. In this scenario, collaboration networks emerge as a promising perspective for future education.