Technologies in Mathematics Lessons: What do Mathematics Teachers Say? Maria Raquel Miotto Morelatti, Eliel Constantino da Silva, Débora Oliveira Medeiros São Paulo State University, Brazil Abstract This article presents the results obtained during an investigation about the use of computers in the mathematics lessons from public schools, in Elementary Education II from Presidente Prudente, São Paulo State, Brazil and supported by the Program Acessa Escola, responsible for the provision of computer laboratories so that teachers could integrate the technologies into their practices. This investigation was developed under the research project “Mapping the use of information technologies in mathematics lessons in São Paulo State”, financed by the Program Observatório da Educação (OBEDUC 2012) from the Coordination for the improvement of Higher Education Personnel (CAPES), an entity of Brazilian Government (Notice n o 049/2012/CAPES/INEP.) Results point higher use of technologies for geometry teaching, and according to the investigated teachers, which really matters, is not only having access to technologies, but know how to use them in order to provide opportunities to students in several situations. 1. Some Considerations This article focuses on the reflection about the integration of Technologies with in the teaching education practices of mathematics teachers, from an investigation accomplished under the Brazilian program Observatório da Educação(OBEDUC) of the Coordination for the improvement of Higher Education Personnel (CAPES) that aims to foment researches in Educational area, capable of articulating post-graduation, bachelor’s degree and elementary schools. The investigation was carried out together with 21 mathematics teachers, of 30 state public schools under jurisdiction of the Regional Board of Education (DE) of Presidente Prudente, and that possess Elementary Education II and computer laboratories connected to the Program Acessa Escola. In a qualitative approach of research, it was aimed giving a voice to education professionals, such as principals and teachers, in order to familiarize with their conceptions, ideas and critics recurrent to the use of technologies in mathematics lessons and about the Program Acessa Escola, taking into consideration the labs’ infra-structure, such as: number of school with internet access, number of computers into operation, software products and others. The data was collected through initial documents gathering, followed by meetings with the Board of Education representatives, visits to schools, analysis of the physical conditions of the laboratories and interviews with teachers, school managers and computer labs’ monitors. The state public schools possess computer laboratories that were equipped by the Program Acessa Escola, an initiative of the São Paulo State’s Government that aims to implant computer laboratories or boosts the laboratories already available at public schools, promoting the digital inclusion of students, teachers and employees, so this investigation is characterized for verifying the use of these laboratories in mathematics lessons The National Council of Teachers of Mathematics (NCTM) preconizes the following principles: “Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students’ learning” [1]. And if we observe the human evolution we will see that: Mathematics and technology were developed in a close association, in a relationship we could call symbolic. Technology, understood as convergence of knowledge (science) and making (technique) and the mathematics are intrinsic to the solidary search of surviving and transcending. Therefore, the generation of mathematical knowledge cannot be dissociated of the available technology [2] This association of mathematical knowledge and technology make the learning focused: “On the generation of meanings, problem solving, students’ mathematizations, use of representations, creation of socio-cultural norms in the classroom” [3] and requires investment on infra-structure to the lesson and access to information for teachers and students through technological resources [4]. Thus, it is necessary having conceptions about the integration of digital technologies in mathematics lessons [5], and understand “how learners construct mathematical ideas by drawing on the webbing of the particular setting which, in turn, shapes the way the ideas are expressed” [6]. Literacy Information and Computer Education Journal (LICEJ), Volume 8, Issue 1, March 2017 Copyright © 2017, Infonomics Society 2482