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Projeto de investigação
Research Centre on Education
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A representação gráfica na aprendizagem de funções por alunos do 10.ºano de escolaridade
Publication . Viseu, Floriano; Silva, André; Rocha, Helena; Martins, Paula Mendes; Centro Interdisciplinar de Ciências Sociais (CICS.NOVA - NOVA FCSH); Mexican Society for Research and Dissemination of Mathematics Education
The work with different representations promotes a deeper understanding of topics of functions. Based on this assumption, this study aims to analyze the contribution of the graphical representation to the learning of the inverse function and of the parity of a function by 10th grade students. The study adopts a qualitative and interpretative methodology to understand the students’ actions while solving the proposed tasks. The analysis of the resolutions shows that the graphic representation served as support for the development of the definitions of the topics under study. And this despite the fact that some students revealed difficulties in the interpretation and construction of graphs; in identifying images and inverse images in function’s graphs; in representing certain graphical characteristics associated with some concepts of functions, such as the relationship between the parity of a function and the symmetry on its graphical representation (mixing up the axis of symmetry and the axis of reflection). Overall, this study shows how the approach to the concepts based on a graphical representation can contribute to their understanding.
Rethinking Digital Technology versus Paper and Pencil in 3D Geometry
Publication . Viseu, Floriano; Rocha, Helena; Monteiro, José Manuel; Centro Interdisciplinar de Ciências Sociais (CICS.NOVA - NOVA FCSH); DM - Departamento de Matemática; Faculdade de Ciências e Tecnologia (FCT); Commonwealth of Learning
Recognising the relevance of learning Geometry, and in particular 3D Geometry, this study aims to discuss the contributions that digital technology and paper and pencil approaches can bring to students’ learning. We seek, therefore, to identify the differences between the two approaches, and specifically: What factors are relevant in one and the other approach? What does one approach facilitate over the other? A quantitative and a qualitative and interpretive methodology was adopted, and based on a didactic intervention, the students' resolutions of the proposed tasks were analysed. The results obtained show that the experience and prior knowledge of the students with each of the solids involved seems to be decisive in the approach with paper and pencil. However, technology emerges as an enhancing resource when prior knowledge is more fragile. The study also shows differences between the representations supported by the two resources, suggesting the mobilisation of different knowledge by the students in relation to each of the resources.
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Entidade financiadora
Fundação para a Ciência e a Tecnologia
Programa de financiamento
6817 - DCRRNI ID
Número da atribuição
UIDP/01661/2020