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

• Maria do Carmo Botelho ^[1] ; Helena Rocha ^[1]
  1. [1] Universidade Nova de Lisboa

     Universidade Nova de Lisboa

     Socorro, Portugal

     
• Localización: RISTI: Revista Ibérica de Sistemas e Tecnologias de Informação, ISSN-e 1646-9895, Nº. Extra 71, 2024, págs. 486-499
• Idioma: portugués
• Títulos paralelos:
  • The Professional Knowledge of the Teacher in Mobilizing Different Representations with Different Technologies
• Enlaces
  • Texto completo (pdf)
• Resumen
  • English

    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.

  • português

    Este estudo centra-se na utilização e integração de diferentes representações com uso de diferentes tecnologias. O quadro teórico usado é o Knowledge for Teaching Mathematics with Technology (KTMT), com especial atenção à fluência representacional do professor. Pretende-se caracterizar de que forma o professor utiliza e articula as diferentes representações disponibilizadas pela calculadora gráfica e pelo GeoGebra, no processo de ensino e aprendizagem de funções trigonométricas no ensino secundário. Especificamente pretende-se compreender a forma com as diferentes representações são articuladas. O estudo adota uma metodologia qualitativa e interpretativa, com base num estudo de caso de um professor de matemática do 11.º ano. A análise dos dados foi essencialmente de carácter descritivo e interpretativo, tendo em conta a problemática do estudo. Os resultados sugerem uma utilização mais frequente das representações algébrica e gráfica e menor da representação tabular. As conclusões indicam ainda uma relação entre a fluência representacional do professor e as tarefas que propõe.

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