Helena Rocha

The potential of technology to enhance the learning of mathematics is widely acknowledged. However, realizing this potential requires teachers to possess the knowledge to effectively integrate it into their teaching practices. This study aims to characterize the mathematics teacher's knowledge when using different technologies in teaching and learning. It also aims to study the existence of relationships between the specific domains of the Knowledge for Teaching Mathematics with Technology – KTMT and the integration of graphing calculator and Excel. The methodology adopted is qualitative with an interpretative approach, using a case study of Mathematics teacher in the 11th grade (16-17 years old) with extensive experience in the use of technology. This study shows that different KTMT knowledge is mobilized, according to the technology chosen and the specific characteristics of each of the technologies used influenced the teacher's pedagogical choices.

Recognising the relevance of learning Geometry, and in particular 3D Geometry, this study aims to discuss the contributions that digital technology and paper and pencil approaches can bring to students’ learning. We seek, therefore, to identify the differences between the two approaches, and specifically: What factors are relevant in one and the other approach? What does one approach facilitate over the other? A quantitative and a qualitative and interpretive methodology was adopted, and based on a didactic intervention, the students' resolutions of the proposed tasks were analysed. The results obtained show that the experience and prior knowledge of the students with each of the solids involved seems to be decisive in the approach with paper and pencil. However, technology emerges as an enhancing resource when prior knowledge is more fragile. The study also shows differences between the representations supported by the two resources, suggesting the mobilisation of different knowledge by the students in relation to each of the resources.

A suspensão das aulas presenciais na sequência da pandemia que estamos a atravessar trouxe para primeiro plano o ensino a distância. Neste artigo partilhamos algumas ideias e conceptualizações relativas a este tipo de ensino, abordamos aquilo que alguns autores que se têm dedicado à temática apontam como importantes desafios e oportunidades que se lhe encontram associados e, por fim, partilhamos algumas possíveis opções e recursos que pensamos poderem ser úteis para todos os professores que estão a viver a sua primeira experiência de ensino a distância.