Graphical representation of functions using technology: a window to teacher knowledge

Rocha, Helena

doi:10.1093/teamat/hrz011

Cited by 6 publications

(5 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Its integration in mathematics classes causes structural, methodological, and pedagogical changes; however, the objective remains the students' mathematical development. Rocha's (2016Rocha's ( , 2019Rocha's ( , 2020Rocha's ( , 2021 works conceptualized and exemplified the use of KTMT. However, we did not find other authors who used the model, despite being a structure that combines the technological and mathematical aspects.…”

Section: Theoretical Referencesmentioning

confidence: 99%

Digital technologies and mathematics teaching: An analysis of teacher professional knowledge

Gumiero,

Pazuch

2024

PEDAGOGICAL RES

View full text Add to dashboard Cite

Professional teaching knowledge interferes with the planning and development of classes, which also relates to integrating digital technologies in the classroom. This study aimed to understand and discuss teachers’ professional knowledge for teaching mathematics with digital technologies. The methodology of this systematic literature review was composed of selecting 42 scientific articles in the ERIC, Latindex, Scopus, Scielo, and Web of Science databases and vertical and horizontal analyses of the indicated studies. The results suggest that the studies have similar structures with similar theoretical frameworks, objectives, and methodological procedures, identifying and classifying teacher professional knowledge based on knowledge achieved or that still needs to be developed. The teachers mobilize their knowledge by recognizing the potential of digital technologies for teaching mathematics critically and reflectively.

show abstract

Section: Theoretical Referencesmentioning

confidence: 99%

Digital technologies and mathematics teaching: An analysis of teacher professional knowledge

Gumiero,

Pazuch

2024

PEDAGOGICAL RES

View full text Add to dashboard Cite

show abstract

“…-Knowledge of the new emphases that technology places on mathematical content (for example, encouraging more intuitive approaches or requiring a different domain of the influence of the values represented in the coordinate axes on the appearance of the displayed graph) (Rocha, 2016(Rocha, , 2020bRoorda et al, 2016;Zbiek et al, 2007).…”

Section: Knowledge For Teaching Mathematics With Technology -Ktmtmentioning

confidence: 99%

“…2) Teaching and Learning and Technology Knowledge -TLTK This is knowledge that focuses on how technology affects the teaching and learning process, enhancing or limiting certain approaches and that necessarily includes -Knowledge of the new questions that technology poses to students (such as the search for a suitable viewing window (Rocha, 2020b))…”

Section: Knowledge For Teaching Mathematics With Technology -Ktmtmentioning

confidence: 99%

Contribution of the Analysis of the Mathematical Concordance to Understand the Teachers’ KTMT

Rocha

2022

JCT

View full text Add to dashboard Cite

Technology is recognized by its potential to promote mathematical learning. However, achieving this potential requires the teachers to have the knowledge to integrate it properly into their practices. Several authors have intended to characterize the teachers’ knowledge and developed several models, but this approach has often been criticized by its static approach, not attending neither valuing the teachers’ practice. In this study we adopt the KTMT – Knowledge for Teaching Mathematics with Technology model, assuming the teachers’ practice as the main scenario of analysis. We focus on the options guiding the teachers’ decisions when confronted with a situation of lack of mathematical concordance while teaching functions. The situations of lack of mathematical concordance (i.e., situations where the mathematics addressed by the students is different from the one intended by the teacher) are assumed as rich and encapsulating the potential to reveal significant aspects of the teachers’ KTMT. The main goal of the study is to understand what domains of the teachers’ KTMT are highlighted in these circumstances. A qualitative methodology is adopted and one episode of one 10th grade teacher’s practice is analyzed, based on the KTMT model. The conclusions reached show the relevance of different knowledge domains, but emphasize the Mathematics and Technology Knowledge (MTK). They also raise questions about the impact of the specific technology being used on the teachers’ KTMT.

show abstract

“…In the transition between these types of reasoning, which accompanies students' cognitive development, the study of functions is prominent. Functions represent one of the most important concepts in mathematics [5,6] and one of the most complex concepts in school mathematics, not only in basic and secondary education, but also in higher education [7]. In Portugal, the notion of functions is introduced for the first time in the seventh grade as a relationship that is established between two non-empty sets, A and B, where each element x of A is associated with a unique element B.…”

Section: Introductionmentioning

confidence: 99%

Functional Thinking: A Study with 10th-Grade Students

2023

View full text Add to dashboard Cite

This study aims to understand the functional thinking of 10th-grade students while studying functions. Specifically, we intend to answer the following research questions: what are the functional thinking processes used by 10th-grade students when studying functions? What difficulties do students present while learning functions? In view of the nature of this research objective, we adopted a qualitative and interpretative approach. In order to answer these questions, data were collected from the written records produced by the students while solving the proposed tasks, from records of the oral interactions during discussions and from a questionnaire. The results show that functional thinking processes were implicit in the resolution of the tasks proposed to the students. The students expressed an understanding of how the variables were related, presenting evidence of their functional thinking while working on the new concepts represented by the functions addressed in the proposed tasks. Some students expressed difficulties in interpreting the different types of representations associated with the functions, in retaining the necessary information from a graphical representation that would help them to draw conclusions and establish correspondences, in explaining functional relationships, and in interpreting the information provided by algebraic expressions. These difficulties can reduce the recognition of the relationships between variables and their behavior in the different representations, becoming an obstacle to learning for some students.

show abstract

Graphical representation of functions using technology: a window to teacher knowledge

Cited by 6 publications

References 11 publications

Digital technologies and mathematics teaching: An analysis of teacher professional knowledge

Digital technologies and mathematics teaching: An analysis of teacher professional knowledge

Contribution of the Analysis of the Mathematical Concordance to Understand the Teachers’ KTMT

Functional Thinking: A Study with 10th-Grade Students

Contact Info

Product

Resources

About