The present work discusses the innovation with the use of TDIC in the mathematical
educational field. Digital inclusion in teacher training, specifically in the Mathematics course,
is questioned as something necessary for reflection. Thus, the aforementioned work aimed to:
Present reports of experiences lived by a Mathematics degree student in the Mathematics
Degree course at the Arraias Campus between the periods of 2013 to 2022. The need to research
how the initial formation of teachers at universities emerges as a continuation of studies that
deal with themes involving education and technologies. The interest in researching the subject
is due to the importance that this area has for the educational field. In this perspective, the
aforementioned study is theoretically based on Valente (2003), Porto (2016), Santana (2019),
among others. Both authors point out the importance of technologies in teacher training and, to
the same extent, show the advances that have been taking place. The present research has a
qualitative nature and was constituted as an autobiographical narrative. Given the evidence
raised, it is clear how much this tool still causes discomfort and unpreparedness on the part of
mathematical professionals. Therefore, discussing teacher training has been part of the routine
of academics, researchers, teachers and educational managers. Through these discussions, the
importance and relevance of teacher training focused on criticality can be seen. It is believed
that the success of insertion in the practice of mathematics teachers will happen through this
critical and reflective training.
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