Teaching competencies facing mathematical tasks inspired by MathTASK®
DOI:
https://doi.org/10.5007/1981-1322.2020.e75005Abstract
This article aims to analyze the teaching skills necessary for the development of Mathematical tasks (MathTASK®). MathTASK® is a collaborative research program developed between the countries of the United Kingdom, Brazil and Greece that deals with mathematical and pedagogical discourses of mathematics teachers, as well as teachers' transformations and aspirations regarding pedagogical practices. Therefore, the methodology deals with a mathematical task involving GeoGebra, developed by three mathematics teachers who use the software. These teachers were also interviewed and the data produced subjected to content analysis. Working with MathTASK® presupposes contributing to the production of more real data, closer than the teacher really knows and also more aligned with the research objective. Thus, it was noticed that the teachers demonstrated knowledge of mathematical concepts and technology, but at the moment to articulate them and use them in a pedagogical way, in favor of learning, some difficulty is perceived. It was concluded that proposals with MathTASK® are important because they present an overview of teachers' competences in face of specific situations. Also, because it enables the initial and continued formation, fundamental for the use of digital technologies as potentializers of the teaching and learning processes of Mathematics.
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