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Teachers’ knowledge and technology in the teaching of functions

2026-03Artigo científico Acesso aberto
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dc.contributor.authorViseu, Floriano
dc.contributor.authorRocha, Helena
dc.contributor.authorMenezes, Sandra
dc.contributor.institutionCentro Interdisciplinar de Ciências Sociais (CICS.NOVA - NOVA FCSH)
dc.contributor.institutionFaculdade de Ciências e Tecnologia (FCT)
dc.date.accessioned2026-02-27T14:54:02Z
dc.date.available2026-02-27T14:54:02Z
dc.date.issued2026-03
dc.descriptionPublisher Copyright: © 2025 The Authors.
dc.description.abstractTechnology integration although highly recommended has proved to be complex. This study aims to characterize the perceptions of secondary mathematics teachers (grades 7th to 12th), from Portugal (Braga region) and Brazil (Campinas region), regarding the teaching of Functions and the use of technology. We also intend to consider the context of the two countries, reflecting on justifications for the differences identified (if any). The study adopts a mixed methodology based on a questionnaire applied to 129 Portuguese teachers in Braga region and 136 Brazilian teachers in Campinas region (quantitative dimension) and on an interview to six Portuguese teachers and six Brazilian teachers (qualitative dimension). The results point to similarities between teachers from Portugal and Brazil, but also to some differences. Technology potential is recognized by teacher from both countries, however teachers from Brazil tend to assume a more traditional use of technology, based on showing and more teacher-centered. This difference can be related to the Portuguese curriculum, valuing a relevant use of technology for more than three decades.en
dc.description.versionpublishersversion
dc.description.versionpublished
dc.format.extent17
dc.format.extent2700481
dc.identifier.doi10.1016/j.jmathb.2025.101301
dc.identifier.issn0732-3123
dc.identifier.otherPURE: 155171551
dc.identifier.otherPURE UUID: 4f4aa90e-1ccc-45d9-a1a2-58747fc19ff0
dc.identifier.otherScopus: 105022845487
dc.identifier.otherWOS: 001627051900002
dc.identifier.urihttp://hdl.handle.net/10362/200758
dc.identifier.urlhttps://www.scopus.com/pages/publications/105022845487
dc.identifier.urlhttps://www.webofscience.com/wos/woscc/full-record/WOS:001627051900002
dc.language.isoeng
dc.peerreviewedyes
dc.subjectFunctions
dc.subjectTeachers
dc.subjectTeachers’ knowledge
dc.subjectTechnology
dc.subjectMathematics (miscellaneous)
dc.subjectEducation
dc.subjectApplied Mathematics
dc.titleTeachers’ knowledge and technology in the teaching of functionsen
dc.title.subtitleA view from Portugal and Brazilen
dc.typejournal article
degois.publication.firstPage1
degois.publication.lastPage17
degois.publication.titleJournal of Mathematical Behavior
degois.publication.volume81
dspace.entity.typePublication
rcaap.rightsopenAccess

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