This dissertation is guided by the qualitative approach, based on Action Research according to
Thiollent (2008). It is linked to the line of research on Teacher Education for the teaching of
science and mathematics in the Graduate Program in Teaching in Science and Mathematics
Education. Among other objectives, it aims to verify knowledge in action of teachers who teach
mathematics in the early years through TDIC. I highlight a teacher as a research subject who taught
the fourth year of basic education, taking the mathematics classes of the early years as the object
of observation. The research took place in the midst of teacher training with the use of digital
technology for teaching. The questionnaire and audio recordings of tasks were used as data
collection instruments, which were later transcribed. As material for analysis, I highlight the
information from the questionnaire and the data treated from two tasks planned and developed
with three classes of the fourth year of Elementary School, in a public school in Belém do Pará,
with TPACK guidelines as the first theoretical contribution. (Knowledge of Content, Pedagogical
and Technological). The results obtained demonstrate the relevance of discussing and thinking
about the use of Digital Information and Communication Technologies, in view of the technology,
pedagogy and content triad, especially regarding Google tools, mobilizing and explaining
knowledge to enrich the pedagogical practice and, consequently, the teaching process. teachinglearning. With the completion of the task, it was noticed that some difficulties were overcome by
the teacher in view of the use of technological tools. In view of the above, I propose the E-book
"TDIC + Mathematics = Teacher knowledge in action" and the website "Integration of technology
in teacher training and practice - INTEFORMED" as an Educational Product to enable teachers to
access a process of experiences and tools for teaching with Technologies. Therefore, the research
presents itself as relevant, considering the social moment experienced by the covid-19 pandemic,
in which the need to use digital technologies became more evident, especially in the educational
sphere, as well as the use of possibilities aimed at teaching as enriching the school curriculum and
the teaching-learning process, especially in mathematics.
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