The potential of using different representations is widely recognized, but not much is known about how teachers use them nor about the impact of the technology on such use. The goal of this study is to characterize the teachers’ representational fluency when teaching functions at high school level, discussing, at the same time, the impact in the use of representations resulting from the use of technology. Adopting a qualitative approach, I analyze one teacher’s practice. The results suggest that algebraic and graphical representations are seen as more important, that tabular representation is assumed as irrelevant and that the access to technology impacts the representations used and how they are used.
|Title of host publication||Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)|
|Number of pages||9|
|Publication status||Published - 2019|
|Event||11th Congress of the European Society for Research in Mathematics Education, CERME11 - Utrecht, Netherlands|
Duration: 6 Feb 2019 → 10 Feb 2019
|Conference||11th Congress of the European Society for Research in Mathematics Education, CERME11|
|Period||6/02/19 → 10/02/19|