Mathematics teachers building new didactic tools: Coping with technology

Translated title of the contribution: Matematikos mokytojai kuria naujas didaktines priemones: Technologijų įvaldymas

Paula Cristina Teixeira, José Manuel Matos, António Domingos

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Using the paradigm of activity theory, the central problem of this paper1 is the characterization of the processes through which teachers replicate, adapt, and improvise tasks of textbooks with use of technological resources (CD-ROMs and web portals). In other words, we seek to identify teachers’ use of schemas in actions mediated by these technological elements. Two of us accompanied Portuguese secondary mathematics teachers in the assessment of learning tasks involving the use of new technological resources and the analysis of feedback of teaching performance after implementation in the classroom. This feedback was obtained from their peers, trainers and teachers’ reflection on the actions in classes and occurred during the sessions of the training activities. The study shows that teachers plan coordinated tasks that integrate technology resources and apply them in classes adjusting them to the technological environment of their schools. However, some difficulties in interpreting feedback are revealed.

Translated title of the contributionMatematikos mokytojai kuria naujas didaktines priemones: Technologijų įvaldymas
Original languageOther
Pages (from-to)126-133
Number of pages8
Issue number3
Publication statusPublished - 2015


  • Activity theory
  • Didactic tools
  • Mathematics teaching
  • Technological resources

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