Conhecimento matemático para ensinar com tecnologia: episódios da prática de uma professora
DOI:
https://doi.org/10.46551/emd.e202125Palavras-chave:
Conhecimento Profissional, Tecnologia Digital, Conhecimento para Ensinar Matemática com a Tecnologia, MatemáticaResumo
A investigação tem evidenciado o potencial da tecnologia para transformar o ensino da Matemática, mas também a relevância do professor e do seu conhecimento profissional. Neste artigo adota-se uma metodologia qualitativa, com base em estudo de caso, e analisam-se dois episódios da prática de uma professora no âmbito do estudo de funções no 10.º ano de escolaridade, tendo por base o modelo do Conhecimento para Ensinar Matemática com a Tecnologia (KTMT). A intenção é caracterizar o conhecimento da professora a partir da sua prática, compreendendo simultaneamente como esta contribui para promover o desenvolvimento do conhecimento da professora. As conclusões alcançadas evidenciam a importância do modelo KTMT incluir na sua concepção aspetos realçados pela investigação sobre integração da tecnologia, determinantes na caracterização do conhecimento da professora. Mostram ainda a relevância da prática para o desenvolvimento do conhecimento da professora e a perspectiva dinâmica sobre o conhecimento que este modelo pode proporcionar.
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