This study aims to understand the perceptions of lower and upper secondary age teachers of mathematics regarding the use of technology to teach functions. For that, a mixed methodology was adopted, and the perceptions of 129 teachers were collected through a questionnaire (quantitative section) and four teachers through an interview (qualitative section). The main conclusions point to similarities in teachers' perceptions, but also to some differences related to the level that they taught. Teachers show conviction about their knowledge on technology and about the potential of technology in what concerns their teaching and the students’ learning. However, they are not so clear about the best way to articulate technology and paper-and-pencil methods, nor about the use of technology in assessment.
|Title of host publication||Proceedings of the 5th ERME Topic Conference Mathematics Education in the Digital Age|
|Place of Publication||Copenhagen, Denmark|
|Publication status||Published - 2018|
|Event||5th ERME Topic Conference Mathematics Education in the Digital Age - University of Copenhagen, Copenhagen, Denmark|
Duration: 5 Sep 2018 → 7 Sep 2018
|Conference||5th ERME Topic Conference Mathematics Education in the Digital Age|
|Period||5/09/18 → 7/09/18|
- Teachers’ perspectives
- Teachers of lower and upper secondary
Rocha, H., & Viseu, F. (2018). Teachers’ perspectives on the use of technology to teach Functions at lower and upper secondary. In Proceedings of the 5th ERME Topic Conference Mathematics Education in the Digital Age (pp. 217-224). Copenhagen, Denmark: ERME.