Mathematics teachers building new didactic tools
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | und |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.15823/p.2015.028 |
Resumo: | Using the paradigm of activity theory, the central problem of this paper1 is the characterization of the processes through which teachers replicate, adapt, and improvise tasks of textbooks with use of technological resources (CD-ROMs and web portals). In other words, we seek to identify teachers’ use of schemas in actions mediated by these technological elements. Two of us accompanied Portuguese secondary mathematics teachers in the assessment of learning tasks involving the use of new technological resources and the analysis of feedback of teaching performance after implementation in the classroom. This feedback was obtained from their peers, trainers and teachers’ reflection on the actions in classes and occurred during the sessions of the training activities. The study shows that teachers plan coordinated tasks that integrate technology resources and apply them in classes adjusting them to the technological environment of their schools. However, some difficulties in interpreting feedback are revealed. |
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Mathematics teachers building new didactic toolsMatematikos mokytojai kuria naujas didaktines priemonesTechnologijų įvaldymasCoping with technologyActivity theoryDidactic toolsMathematics teachingTechnological resourcesEducationUsing the paradigm of activity theory, the central problem of this paper1 is the characterization of the processes through which teachers replicate, adapt, and improvise tasks of textbooks with use of technological resources (CD-ROMs and web portals). In other words, we seek to identify teachers’ use of schemas in actions mediated by these technological elements. Two of us accompanied Portuguese secondary mathematics teachers in the assessment of learning tasks involving the use of new technological resources and the analysis of feedback of teaching performance after implementation in the classroom. This feedback was obtained from their peers, trainers and teachers’ reflection on the actions in classes and occurred during the sessions of the training activities. The study shows that teachers plan coordinated tasks that integrate technology resources and apply them in classes adjusting them to the technological environment of their schools. However, some difficulties in interpreting feedback are revealed.DM - Departamento de MatemáticaRUNTeixeira, Paula CristinaMatos, José ManuelDomingos, António2017-05-30T13:59:45Z20152015-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article8application/pdfhttps://doi.org/10.15823/p.2015.028und1392-0340PURE: 1374053http://www.scopus.com/inward/record.url?scp=84943607445&partnerID=8YFLogxKhttps://doi.org/10.15823/p.2015.028info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-03-11T04:06:41Zoai:run.unl.pt:10362/20818Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T03:26:29.780298Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Mathematics teachers building new didactic tools Matematikos mokytojai kuria naujas didaktines priemonesTechnologijų įvaldymas Coping with technology |
title |
Mathematics teachers building new didactic tools |
spellingShingle |
Mathematics teachers building new didactic tools Teixeira, Paula Cristina Activity theory Didactic tools Mathematics teaching Technological resources Education |
title_short |
Mathematics teachers building new didactic tools |
title_full |
Mathematics teachers building new didactic tools |
title_fullStr |
Mathematics teachers building new didactic tools |
title_full_unstemmed |
Mathematics teachers building new didactic tools |
title_sort |
Mathematics teachers building new didactic tools |
author |
Teixeira, Paula Cristina |
author_facet |
Teixeira, Paula Cristina Matos, José Manuel Domingos, António |
author_role |
author |
author2 |
Matos, José Manuel Domingos, António |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
DM - Departamento de Matemática RUN |
dc.contributor.author.fl_str_mv |
Teixeira, Paula Cristina Matos, José Manuel Domingos, António |
dc.subject.por.fl_str_mv |
Activity theory Didactic tools Mathematics teaching Technological resources Education |
topic |
Activity theory Didactic tools Mathematics teaching Technological resources Education |
description |
Using the paradigm of activity theory, the central problem of this paper1 is the characterization of the processes through which teachers replicate, adapt, and improvise tasks of textbooks with use of technological resources (CD-ROMs and web portals). In other words, we seek to identify teachers’ use of schemas in actions mediated by these technological elements. Two of us accompanied Portuguese secondary mathematics teachers in the assessment of learning tasks involving the use of new technological resources and the analysis of feedback of teaching performance after implementation in the classroom. This feedback was obtained from their peers, trainers and teachers’ reflection on the actions in classes and occurred during the sessions of the training activities. The study shows that teachers plan coordinated tasks that integrate technology resources and apply them in classes adjusting them to the technological environment of their schools. However, some difficulties in interpreting feedback are revealed. |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015 2015-01-01T00:00:00Z 2017-05-30T13:59:45Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.15823/p.2015.028 |
url |
https://doi.org/10.15823/p.2015.028 |
dc.language.iso.fl_str_mv |
und |
language |
und |
dc.relation.none.fl_str_mv |
1392-0340 PURE: 1374053 http://www.scopus.com/inward/record.url?scp=84943607445&partnerID=8YFLogxK https://doi.org/10.15823/p.2015.028 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
8 application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799137894769623040 |