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The impact of teachers' knowledge on the connection between technology supported exploration and mathematical proof

2023-10Artigo científico Acesso aberto
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dc.contributor.authorRocha, Helena
dc.contributor.institutionCentro Interdisciplinar de Ciências Sociais (CICS.NOVA - NOVA FCSH)
dc.contributor.institutionDM - Departamento de Matemática
dc.contributor.pblBastas
dc.date.accessioned2024-02-22T23:51:45Z
dc.date.available2024-02-22T23:51:45Z
dc.date.issued2023-10
dc.descriptionFunding Information: Ethics declaration: Author declared that the study adhered strictly to standard ethical principles, ensuring the anonymity of those involved. Participants were informed about the study and how the data collected would be used for academic purposes, and voluntarily agreed to participate. Declaration of interest: The author declares no competing interest. Data availability: Data generated or analysed during this study are available from the author on request. Publisher Copyright: © 2023 by authors; licensee EJSME by Bastas.
dc.description.abstractTechnology 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.en
dc.description.versionpublishersversion
dc.description.versionpublished
dc.format.extent15
dc.format.extent319059
dc.identifier.doi10.30935/scimath/13285
dc.identifier.issn2301-251X
dc.identifier.otherPURE: 83887739
dc.identifier.otherPURE UUID: a7af6225-5122-4a78-9e23-e87155055a71
dc.identifier.otherScopus: 85175436522
dc.identifier.urihttp://hdl.handle.net/10362/163969
dc.identifier.urlhttps://www.scopus.com/pages/publications/85175436522
dc.language.isoeng
dc.peerreviewedyes
dc.relationinfo:eu-repo/grantAgreement/FCT/3599-PPCDT/2022.03892.PTDC/PT
dc.subjectKTMT
dc.subjectprofessional knowledge
dc.subjectproof
dc.subjecttechnology
dc.subjectEducation
dc.titleThe impact of teachers' knowledge on the connection between technology supported exploration and mathematical proofen
dc.typejournal article
degois.publication.firstPage635
degois.publication.issue4
degois.publication.lastPage649
degois.publication.titleEuropean Journal of Science and Mathematics Education
degois.publication.volume11
dspace.entity.typePublication
oaire.awardNumber2022.03892.PTDC
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/3599-PPCDT/2022.03892.PTDC/PT
oaire.fundingStream3599-PPCDT
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.nameFundação para a Ciência e a Tecnologia
rcaap.rightsopenAccess
relation.isProjectOfPublicationc4a3b4ad-abfb-4806-9980-fbca007092b8
relation.isProjectOfPublication.latestForDiscoveryc4a3b4ad-abfb-4806-9980-fbca007092b8

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