Teacher’s representational fluency in a context of technology use

Rocha, Helena

doi:10.1093/teamat/hrw005

Cited by 7 publications

(12 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Consequently, the use of DT impacts the teaching and learning processes. The DT are also recognized by the way they offer access to different representations (e.g., Rocha 2016). This aspect has an impact on the approach to mathematics, requiring the teacher to focus on the information provided by the different representations and discussing with the students ways of articulating that information.…”

Section: The Modelmentioning

confidence: 99%

“…It includes decisions about what and how is taught including, namely, what representations are (intentionally or unintentionally) preferred and ignored. I use the word balance to refer to how the teacher privileges specifically the use of some representations over others (Rocha 2016). Mathematical learning does not occur automatically just because the students used different representations, but a limited use of some representations can impact learning (Rocha 2016).…”

Section: Representations Used and Way Of Using (Dimension 2)mentioning

confidence: 99%

“…I use the word balance to refer to how the teacher privileges specifically the use of some representations over others (Rocha 2016). Mathematical learning does not occur automatically just because the students used different representations, but a limited use of some representations can impact learning (Rocha 2016). Therefore, it is important to pay attention to how the teacher balances the representations.…”

Section: Representations Used and Way Of Using (Dimension 2)mentioning

confidence: 99%

“…These findings suggest it is necessary to understand how the representations are articulated. I use the word articulate to refer to how the teacher privileges a specific pattern when going from one representation to another (Rocha 2016).…”

Section: Representations Used and Way Of Using (Dimension 2)mentioning

confidence: 99%

See 3 more Smart Citations

Using tasks to develop pre-service teachers’ knowledge for teaching mathematics with digital technology

Rocha

2020

ZDM Mathematics Education

Self Cite

View full text Add to dashboard Cite

Teacher education is central to the development of the professional knowledge of pre-service teachers. The main goal of this paper is to reflect on the development that the analysis (done by a group of pre-service secondary teachers) of a set of tasks, based on elements related to domains of KTMT-Knowledge for Teaching Mathematics with Technology-can bring to the knowledge of pre-service teachers of mathematics. Specifically, the goal was to investigate the following questions: (1) What are the factors that guide the pre-service teachers' task discussion? (2) Which KTMT domains are emphasized by pre-service teachers during task discussion? The elements taken into account are the characteristics of the tasks (focus on cognitive level, structuring level and technology role), the use of representations (focus on balance and articulation of representations), and the equilibrium between experimentation (focus on digital technology affordances) and justification (focus on argumentation and proof). The methodology of this case study involves a qualitative approach. The main conclusions suggest that influences in the pre-service teachers' discussion of tasks fell into the following categories: the potentialities of technology, the type of tasks, and the prospective teachers' experience with a set of tasks, and analysis of some real students' reports. With regard to KTMT, although it was possible to identify some global development, Teaching and Learning and Technology Knowledge was the domain in which stronger development took place.

show abstract

Section: The Modelmentioning

confidence: 99%

Section: Representations Used and Way Of Using (Dimension 2)mentioning

confidence: 99%

Section: Representations Used and Way Of Using (Dimension 2)mentioning

confidence: 99%

Section: Representations Used and Way Of Using (Dimension 2)mentioning

confidence: 99%

See 2 more Smart Citations

Using tasks to develop pre-service teachers’ knowledge for teaching mathematics with digital technology

Rocha

2020

ZDM Mathematics Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…Parece pois que os professores não reconhecem existir especificidades no seu conhecimento profissional diretamente relacionadas com o tema que estão a ensinarou seja, assumem que o seu KCT, segundo o modelo do conhecimento profissional desenvolvido por Hill e Ball (2009), é o mesmo independentemente do que estão a ensinar contudo reconhecem a relevância da articulação entre diferentes representações específicas do tema. E o maior uso da representação tabular no 3.º ciclo, por a considerarem adequada para a introdução do tema, sugere a existência efetiva de um KCT específico para o ensino das Funções, podendo ser a razão para a reduzida utilização desta representação ao nível do ensino secundário identificada porRocha (2016). Parece pois que os professores se estão a referir apenas a estratégias gerais quando afirmam não existir TPK segundo o modelo TPACK desenvolvido porMishra e Koehler (2006).Nas aulas, embora os professores de ambos os níveis de escolaridade permitam muitas vezes que os alunos resolvam as tarefas que propõem, os do 3.º ciclo tendem a valorizar significativamente mais a resolução das tarefas pelo professor no quadro do que os professores do ensino secundário.…”

unclassified

Percepções de professores de Matemática sobre o ensino de funções e sobre o uso de materiais tecnológicos<br>Perceptions of mathematics teachers on the functions teaching and the use of technological materials

Viseu

Rocha²

2018

EMP

Self Cite

View full text Add to dashboard Cite

Este estudo pretende conhecer as perceções de professores de matemática do final do ensino básico e do ensino secundário relativamente ao ensino de Funções e ao uso de materiais tecnológicos. Para tal, foi adotada uma metodologia mista, tendo sido recolhidas as perceções de 129 professores através de questionário e de quatro professoras através de entrevista. As principais conclusões apontam para semelhanças nas perceções dos professores, mas também para algumas diferenças relativamente aos ciclos de ensino. No ensino de Funções, os manuais são amplamente utilizados, mas de forma diferente entre os professores de cada um dos ciclos em estudo. O mesmo sucede com as representações e com o uso que é feito das tecnologias. O envolvimento dos alunos nas atividades de estudo é outro aspeto considerado importante, mas uma vez mais existem diferenças. Também a avaliação tem semelhanças, mas difere quanto à valorização do trabalho de grupo. This study intends to understand the perceptions of mathematics teachers from lower and upper secondary regarding the teaching of Functions and the use of technological materials. For that, a mixed methodology was adopted, and the perceptions of 129 teachers were collected through a questionnaire and four teachers through an interview. The main conclusions point to similarities in teachers' perceptions, but also to some differences related to the teaching level of lower or upper secondary. In the teaching of Functions, textbooks are widely used, but differently depending on the level being taught. The same happens with the representations and with the use that is made of the technologies. Involvement of students in work is another aspect considered important, but again there are differences. The assessment also has similarities, but differs in the valuation ascribed to group work.

show abstract

Pre-service Teachers’ Knowledge and the Use of Different Technologies to Teach Mathematics

Rocha

2021

Perspectives and Trends in Education and Technology

View full text Add to dashboard Cite

Teacher’s representational fluency in a context of technology use

Cited by 7 publications

References 9 publications

Using tasks to develop pre-service teachers’ knowledge for teaching mathematics with digital technology

Using tasks to develop pre-service teachers’ knowledge for teaching mathematics with digital technology

Percepções de professores de Matemática sobre o ensino de funções e sobre o uso de materiais tecnológicos<br>Perceptions of mathematics teachers on the functions teaching and the use of technological materials

Pre-service Teachers’ Knowledge and the Use of Different Technologies to Teach Mathematics

Contact Info

Product

Resources

About