Repositório Comunidade:http://hdl.handle.net/10451/28592018-02-23T14:46:14Z2018-02-23T14:46:14ZA framework for describing techno-mathematical fluency in beyond-school problem solvingJacinto, HéliaCarreira, Susanahttp://hdl.handle.net/10451/305672018-01-22T04:04:33Z2015-01-01T00:00:00ZTítulo: A framework for describing techno-mathematical fluency in beyond-school problem solving
Autor: Jacinto, Hélia; Carreira, Susana
Resumo: This study seeks to characterize the mathematical problem solving activity with digital tools that emerges from students’ participation in an online mathematics competition. Using a qualitative approach, we elected to study the case of a participant, Jessica, aiming at understanding the ways in which she interweaves her mathematical competence and her technological fluency for solving two geometrical problems, using GeoGebra. Main results expose the role of the digital tool that permeates every stage of the problem solving process, since Jessica uses GeoGebra as a tool-to-think-with. We further propose a framework for describing the processes that may capture the interplay between mathematical knowledge and technological fluency for solving problems as amounting to techno-mathematical fluency.2015-01-01T00:00:00ZMathematical Problem Solving with Technology: the Techno-Mathematical Fluency of a Student-with-GeoGebraJacinto, HéliaCarreira, Susanahttp://hdl.handle.net/10451/305652018-01-22T03:58:37Z2016-01-01T00:00:00ZTítulo: Mathematical Problem Solving with Technology: the Techno-Mathematical Fluency of a Student-with-GeoGebra
Autor: Jacinto, Hélia; Carreira, Susana
Resumo: This study offers a view on students’ technology-based problem solving activity through the lens of a theoretical model which accounts for the relationship between mathematical and technological knowledge in successful problem solving. This study takes a qualitative approach building on the work of a 13-year-old girl as an exemplary case of the nature of young students’ spontaneous mathematical problem solving with technology. The empirical data comprise digital records of her approaches to two problems from a web-based mathematical competition where she resorted to GeoGebra and an interview where she explains and describes her usual problem solving activity with this tool. Based on a proposed model for describing the processes of mathematical problem solving with technologies (MPST), the main results show that this student’s solving and expressing the solution are held from the early and continuing interplay between mathematical skills and the perception of the affordances of the tool. The analytical model offers a clear picture of the type of actions that lead to the solution of each problem, revealing the student’s ability to deal with mathematics and technology in problem solving. By acknowledging this as a case of a human-with-media in solving mathematical problems, the students’ efficient way of merging technological and mathematical knowledge is portrayed in terms of her techno-mathematical fluency.2016-01-01T00:00:00ZMathematical Problem Solving with Technology Beyond the Classroom: The use of Unconventional Tools and MethodsJacinto, HéliaCarreira, SusanaMariotti, M. A.http://hdl.handle.net/10451/305612018-01-22T04:16:31Z2016-01-01T00:00:00ZTítulo: Mathematical Problem Solving with Technology Beyond the Classroom: The use of Unconventional Tools and Methods
Autor: Jacinto, Hélia; Carreira, Susana; Mariotti, M. A.
Resumo: This paper addresses mathematical problem solving with technologies in a beyond school web-based competition. We aim to disclose the ways mathematical and technological knowledge are used and combined for solving the given problems. A specific conceptual framework for accounting both these components was developed. By means of the Mathematical Problem Solving with Technology model (MPST) we report the case of Marco, aged 13, solving and expressing a geometrical problem. His ability in perceiving affordances in the tools that he chose is in line with the eficient use he made of them in the development of mathematical understanding that was crucial for finding and expressing the solution. Results suggest that digital thinking and experience have to be seen as relevant as the mathematical cognitive resources.2016-01-01T00:00:00ZBeyond-school mathematical problem solving: a case of students-with-mediaJacinto, HéliaCarreira, Susanahttp://hdl.handle.net/10451/305532018-01-22T04:04:45Z2013-01-01T00:00:00ZTítulo: Beyond-school mathematical problem solving: a case of students-with-media
Autor: Jacinto, Hélia; Carreira, Susana
Resumo: This paper addresses mathematical problem solving activity within the context of a web-based beyond-school competition – SUB14. Using a qualitative approach, we aim at finding evidences of the contestants’ mathematical competence and technological fluency by analysing four solutions to a particular geometry problem from participants who decided to use GeoGebra. Even though they all make use of the same tool, their approaches to the problem differ in terms of the mathematical and technological fluency they show. We interpret their different ways of dealing with the tool and with mathematical knowledge as instances of students-with-media in problem solving.2013-01-01T00:00:00Z