| Autor: |
Dos Santos Dos Santos, José Manuel, e Silva, Jaime Carvalho, Lavicza, Zsolt |
| Zdroj: |
Asian Technology Conference in Mathematics (ACTM); 2024, p1-15, 15p |
| Abstrakt: |
Current guidelines for the mathematics curriculum from primary to secondary education in Portugal include Computational Thinking as a cross-curricular theme and advocate for the systematic use of technology. Official mathematics program documents provide methodological suggestions for teachers to develop computational thinking through the use of dynamic geometry environments, such as GeoGebra, internet applets, Scratch, and Python. In this context, it is important to understand how future teachers interpret the use of these technological tools in the first year of a Master’s degree in Teaching Mathematics for Basic and Secondary School Teachers in Portugal. This study analyses the work of 12 students during the “Computational Tools for the Teaching of Mathematics” course unit. Supported by the research-based design methodology, the study examines the work carried out over two school years, as well as the adjustments made between the first and second cycles of this intervention, using qualitative data analysis techniques. The results indicate that the integration of content knowledge and technological knowledge among the participants is complex throughout the two intervention cycles. Combining pedagogical content knowledge with technological and content knowledge presents new challenges for the initial training of mathematics teachers. This study offers insights to improve the course unit for future editions and identifies issues to consider for continuous teacher training in Portugal. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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