O conhecimento profissional do professor na mobilização de diferentes representações com diferentes tecnologias

Abstract

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.