@inbook {13063,
	title = {Interdisciplinary tasks: pre-service teachers{\textquoteright} choice and approach},
	booktitle = {Science and mathematics education in the 21st century},
	year = {2019},
	pages = {82-93},
	publisher = {ATEE and CIEd},
	organization = {ATEE and CIEd},
	address = {Brussels},
	abstract = {<p>This study focusses on the criteria used by pre-service teachers of Mathematics to choose interdisciplinary tasks. The pre-service teachers{\textquoteright} knowledge is assumed as the basis of the actions taken and used as the origin of the choices and approaches observed. The study adopts a qualitative and interpretative methodology and the data were collected using class observation and interviews. The analysis is guided by the Application and Pedagogical Content Knowledge, a model inspired on TPACK (from Mishra and Koehler) and MKT (from Ball and colleagues). The conclusions point to an appreciation of the mathematical part of the tasks and to a devaluation of the remaining components. This suggests difficulty in articulating and integrating different domains of knowledge and points to a fragmented view of the potential of using mathematical applications.</p>
},
	attachments = {https://docentes.fct.unl.pt/sites/default/files/hcr/files/rocha_2019_sciencematheduc.pdf},
	author = {Rocha, H.},
	editor = {L. Leite and et al}
}
