Repositório Colecção:http://hdl.handle.net/10451/28782018-04-22T18:32:24Z2018-04-22T18:32:24ZA 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 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.2013-01-01T00:00:00ZTeachers’ involvement and learning in a lesson studyPonte, João Pedro daQuaresma, MarisaBaptista, MónicaMata-Pereira, Joanahttp://hdl.handle.net/10451/292202017-10-09T15:27:42Z2014-01-01T00:00:00ZTítulo: Teachers’ involvement and learning in a lesson study
Autor: Ponte, João Pedro da; Quaresma, Marisa; Baptista, Mónica; Mata-Pereira, Joana
Resumo: The aim of this study is to analyse the way a group of basic education teachers got involved in a lesson study and their views, as they discuss the features of tasks, students’ expected difficulties and how to conduct exploratory work in the mathematics classroom. The conceptual framework draws on notions of task design and considers the features of lesson study. Data collection was made through a research journal made by one of the authors in the role of observer, video recording with transcription of the sessions, teachers’ written reflections and interviews. The results underscore the value of focusing on students’ reasoning in working in mathematical tasks as well as the need to address affective issues, regarding the way teachers are invited to become involved and participate in lesson studies.2014-01-01T00:00:00Z