A carregar...
Projeto de investigação
Sem título
Financiador
Autores
Publicações
Analyzing teachers’ knowledge based on their approach to the information provided by technology
Publication . Rocha, Helena; Centro Interdisciplinar de Ciências Sociais (CICS.NOVA - NOVA FCSH); DM - Departamento de Matemática; UIED - Unidade de Investigação Educação e Desenvolvimento; Bastas
Teachers’ knowledge plays a central role in technology integration. In this study we analyze situations, where there is some divergence between the mathematical results and the information offered by the graphing calculator (lack of mathematical fidelity), putting the focus in the teachers and in their approaches. The goal of this study is to analyze, in the light of knowledge for teaching mathematics with technology (KTMT) model, the teachers’ professional knowledge, assuming the situations of lack of mathematical fidelity as having the potential to reveal some characteristics of their knowledge. Specifically, considering the teaching of functions at 10th grade (age 16), we intend to analyze: (1) What knowledge do the teachers have of technology and of its mathematical fidelity? (2) What can the teachers’ options related to situations of lack of mathematical fidelity tell us about their knowledge in other KTMT domains? The study adopts a qualitative and interpretative approach based on the case studies of two teachers. Data were collected by interviews and class observation, being the analysis guided by the KTMT model. The main result points to the relevance of the mathematics and technology knowledge. However, there is evidence of some difficulties to integrate the information provided by the technology with the mathematics, and also of some interference of the teaching and learning and technology knowledge, and specifically of the knowledge related to the students. This suggests that the analysis of the teachers’ actions in relation to situations of lack of mathematical fidelity, can be useful to characterize their KTMT.
O conhecimento profissional do professor na mobilização de diferentes representações com diferentes tecnologias
Publication . Botelho, Maria Do Carmo; Rocha, Helena; Faculdade de Ciências e Tecnologia (FCT); Centro Interdisciplinar de Ciências Sociais (CICS.NOVA - NOVA FCSH); AISTI - Associação Ibérica de Sistemas e Tecnologias de Informação
This study focuses on the use and integration of different representations using different technologies. This study focuses on teacher’s Knowledge for Teaching Mathematics with Technology (KTMT), paying a special attention to teacher’s representational fluency. The aim is to characterize how the teacher uses and articulates the different representations made available by the graphing calculator and GeoGebra, in the process of teaching and learning trigonometric functions in high school. Specifically, the aim is to understand the way in which different representations are articulated. The study adopts a qualitative and interpretative methodology, based on a case study of an 11th grade mathematics teacher. Data analysis was essentially descriptive and interpretative in nature, taking into account the study’s problems. The results suggest a more frequent use of algebraic and graphical representations and less use of tabular representation. The conclusions also indicate a relationship between the teacher’s representational fluency and the proposed tasks.
The impact of teachers' knowledge on the connection between technology supported exploration and mathematical proof
Publication . Rocha, Helena; Centro Interdisciplinar de Ciências Sociais (CICS.NOVA - NOVA FCSH); DM - Departamento de Matemática; Bastas
Technology is recognized for its potential to implement exploration tasks. The ease and speed with which it becomes possible to observe many cases of a situation, allows the development of conjectures and brings conviction about their veracity. Mathematical proof, assumed as the essence of Mathematics, tends to appear to the students as something dispensable. Based on KTMT – Knowledge for Teaching Mathematics with Technology model, this study intends to understand the impact of the teachers’ knowledge on mathematical proof in a context of technology integration. The study adopts a qualitative and interpretative methodology, based on case study, analyzing the practice of one teacher. The conclusions emphasize the relevance of the teacher’s MTK – Mathematics and Technology Knowledge, and TLTK – Teaching and Learning and Technology Knowledge. The teacher's MTK guides her decisions, leading her to focus on helping students understand the meaning of conjecture and proof, valuing, at the same time, the relevance of algebraic manipulations. However, the teacher’s TLTK guides her practice, where the knowledge about the students is determinant. The study provides evidence about the difficulty of articulating proof and technology, but it also clarifies the relevance of this articulation and of how the teacher’s KTMT can impact the teacher’s decisions.
Unidades organizacionais
Descrição
Palavras-chave
Contribuidores
Financiadores
Entidade financiadora
Fundação para a Ciência e a Tecnologia
Programa de financiamento
3599-PPCDT
Número da atribuição
2022.03892.PTDC