Helena Rocha

The influence of mathematical communication over the students’ learning led to this research, whose main goal is to understand the impact on problem solving of the students’ communication difficulties. The study adopts a qualitative and interpretative methodology, undertaking two case studies of 10th grade students. The reached conclusions point to the students’ difficulties at the interpretation of the problem, namely at the interpretation of figures, and at the interpretation of the available data, especially when part of them is irrelevant to the problem. Some difficulties were also identified at the communication level, in relation to the arguments used by the students to support their ideas, where a clear preference to restrict them to mathematic calculations was identified.

Resumo
A importância da comunicação matemática sobre a aprendizagem dos alunos, levou à realização desta investigação que pretendeu compreender o impacto sobre a resolução de problemas das dificuldades de comunicação evidenciadas pelos alunos. Optou-se por uma metodologia de natureza qualitativa e interpretativa e pela realização de estudos de caso envolvendo dois alunos do 10.º ano. As conclusões alcançadas apontam para dificuldades na interpretação do enunciado, nomeadamente relativamente às figuras e a dados em quantidade superior ao necessário. Também ao nível da comunicação da resolução foram identificadas dificuldades em fundamentar ideias, evidenciando uma preferência pelo recurso ao cálculo.

A aprendizagem dos nossos alunos é fortemente influenciada pelas caraterísticas das tarefas que lhes propomos e a resolução de problemas é frequentemente apontada como uma das tarefas com mais potencial para promover aprendizagens ricas. Mas aprender implica ser capaz de desenvolver raciocínios, de comunicar as nossas ideias e de compreender as dos outros num processo argumentativo e reflexivo. A avaliação das aprendizagens num contexto de resolução de problemas envolve assim, necessariamente como parte importante do processo, uma análise da comunicação que se estabelece entre todos os envolvidos.
Nesta comunicação iremos focar-nos precisamente na comunicação que se estabelece durante a resolução de problemas, abordando as dificuldades dos alunos e dando atenção à interpretação que fazem do enunciado, à compreensão que manifestam das figuras apresentadas, à relação que conseguem estabelecer entre a situação em causa e a informação disponibilizada através de um gráfico, à forma como conseguem explicitar o seu raciocínio e à linguagem matemática que utilizam no decurso do processo de argumentação. Para tal vamos basear-nos num conjunto de problemas propostos a alunos do 10.º ano de escolaridade no decorrer do estudo de funções.

The potential of technology for teaching and learning mathematics has been widely recognized. However, research has shown that the integration of technology into teaching practice has proved to be difficult, with teachers' knowledge and professional development being identified as a determinant factor. Although there tends to be a focus on the teacher's knowledge of technology, the literature suggests that attention needs to be given to how to integrate technology into teaching practice, thereby involving other types of knowledge. This awareness has led several authors, inspired by Shulman's work, to develop models or conceptualizations of the knowledge required for effective integration of technology.
This study is based on a literature review of the research conducted on the models TPACK - Technological Pedagogical and Content Knowledge, KTMT - Knowledge for Teaching Mathematics with Technology, and PTK/MPTK - Mathematical Pedagogical Technology Knowledge and aims to carry out an analysis of the similarities and differences between the models considered. The main conclusions reached suggest the existence of a common basis for the models considered, but also point to several differences between them, with some highlighting the role of technology and its impact on the teaching and learning process, while others aim to integrate into the model elements based on research on technology or theories related to technology integration, such as instrumental genesis.

The development of meaningful learning becomes possible when students are actively involved in solving real problems. Thus, this study intends to investigate how students of the 11th grade of a vocational course solve problems of Linear Programming, using the graphing calculator. The conclusions reached indicate that: the interpretation of the conditions of the problems is the most delicate point; the graphical approach using technology is dominant; and the difficulties raised by the problem as well as the need to discuss the results achieved are the basis for the interactions both among the students and between them and the teacher.

This study seeks reflection on the approaches of 11th grade students to Linear Programming problems, discussing the approaches taken at different moments of the teaching process. It aims to analyze:
How is the students’ mathematical competence characterized in relation to problemsolving;
What differences can be identified in the resolutions at different moments of the teaching and learning process.
We adopt a qualitative and interpretative methodology, analyzing the approaches of two pairs of students with different mathematical backgrounds. The analysis is guided by P´olya’s stages of solving a problem and aspects of the understanding of mathematical competence. The results show different approaches to the problems depending on the teaching moment and different competences. The mathematical background impacts the students’ success when they implement routine procedures, however it does not seem to determine the students’ competence to reason about a problem.

Teacher education is central to promote the development of the professional knowledge of teachers, and
to help them achieve an appropriate integration of digital technologies, an issue that has proved to be a
difficult one. Several authors refer difficulties in the integration of the technology, emphasizing the central
role played by the teachers’ knowledge in classroom use. In this paper we discuss three models (TPACK
– Technological Pedagogical and Content Knowledge, KTMT – Knowledge for Teaching Mathematics with
Technology, PTK / MPTK - Mathematical Pedagogical Technology Knowledge), intending to identify the
main contributions of each model to a deeper understanding of how to promote the teachers’ integration
of technology in the teaching of Mathematics. The study is based on a literature review and on an analysis
of the similarities and differences among the models and its use. On this analysis we identify common
influences among the models as well as influences from other research areas. The main conclusions
achieved point to a common base to all the models considered, but also to several differences among
them, being that some of the models emphasize the role of technology and its impact on Mathematics
learning, but others go further, intending to integrate in the model elements based on the research on
technology or even other theories such as the one on instrumental genesis.