Publicação
The multiple representations in tasks and the connection of mathematical contents: perceptions in a course of continuous formation of teachers
| Resumo: | This research paper aims at contributing to the discussion about the multiple representations in mathematical tasks. We offered a teacher training workshop where they developed exploratory tasks, structured around the connection of contents, and applied them in their classes in primary and secondary education, in a collaborative activity. Data collection was carried out through semi-structured interviews and focus groups with the teachers, including the production of their students, and content analysis was chosen as a method for analysis.The results of this case study have shown that teachers recognize multiple representations as an added value for learning. |
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| Autores principais: | Assemany, Daniella |
| Outros Autores: | Costa, Cecília; Machiavelo, António |
| Assunto: | múltiplas representações conexões tarefas matemáticas múltiples representaciones conexiones tareas matemáticas multiple representations connections mathematical tasks |
| Ano: | 2018 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Instituição associada: | Universidade de Aveiro Centro de Investigação Didática e Tecnologia na Formação de Formadores |
| Idioma: | português |
| Origem: | Indagatio Didactica |
| Resumo: | This research paper aims at contributing to the discussion about the multiple representations in mathematical tasks. We offered a teacher training workshop where they developed exploratory tasks, structured around the connection of contents, and applied them in their classes in primary and secondary education, in a collaborative activity. Data collection was carried out through semi-structured interviews and focus groups with the teachers, including the production of their students, and content analysis was chosen as a method for analysis.The results of this case study have shown that teachers recognize multiple representations as an added value for learning. |
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