Publicação
A framework for describing techno-mathematical fluency in beyond-school problem solving
| 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. |
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| Autores principais: | Jacinto, Hélia |
| Outros Autores: | Carreira, Susana |
| Assunto: | Beyond school mathematics Digital literacy Techno-mathematical fluency Problem solving Mathematical competitions |
| Ano: | 2015 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade de Lisboa |
| Idioma: | inglês |
| Origem: | Repositório da Universidade de Lisboa |
| 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. |
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