<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Rocha, H.</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">L. Leite</style></author><author><style face="normal" font="default" size="100%">et al</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Interdisciplinary tasks: pre-service teachers’ choice and approach</style></title><secondary-title><style face="normal" font="default" size="100%">Science and mathematics education in the 21st century</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2019</style></year></dates><urls><related-urls><url><style face="normal" font="default" size="100%">https://docentes.fct.unl.pt/sites/default/files/hcr/files/rocha_2019_sciencematheduc.pdf</style></url></related-urls></urls><publisher><style face="normal" font="default" size="100%">ATEE and CIEd</style></publisher><pub-location><style face="normal" font="default" size="100%">Brussels</style></pub-location><pages><style face="normal" font="default" size="100%">82-93</style></pages><abstract><style face="normal" font="default" size="100%">&lt;p&gt;This study focusses on the criteria used by pre-service teachers of Mathematics to choose interdisciplinary tasks. The pre-service teachers’ 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.&lt;/p&gt;
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