Rocha, H. The impact of technology on the teachers’ use of different representations. CERME. Utrecht, Holanda: ERME, 2019.
AbstractThe 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 learning, the representations used and how they are used.
Rocha, H. "
Interdisciplinary tasks: pre-service teachers’ choice and approach."
Science and mathematics education in the 21st century. Eds. L. Leite, and et al. Brussels: ATEE and CIEd, 2019. 82-93.
AbstractThis 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.
Viseu, F., P. Mendes, and H. Rocha The notion of function by basic education preservice teachers. ATEE Winter Conference ‘Science and mathematics education in the 21st century. Brussels: ATEE and CIEd, 2019.
AbstractThe current curricular guidelines for mathematics education in Portugal emphasize the relevance of working with different representations of functions to promote understanding. Given this relevance, we seek understanding about the notion of function held by 37 basic education pre-service teachers in their first year of a master’s course. Data were collected through a task focusing on identifying functions in situations based on different representations. The content analysis technique was then adopted in the search for an understanding of the justifications given by the participants. The results achieved suggest it is easier for the pre-service teachers to identify examples that are not functions than examples that are functions. There is also a tendency for greater accuracy in the identification of examples expressed by tables than by algebraic expressions. The justifications presented show a notion of function as a relation between values of two non-empty sets, but without guaranteeing that this relation is single-valued.
Mateus, Octávio, Pedro M. Callapez, Michael J. Polcyn, Anne S. Schulp, António Olímpio Gonçalves, and Louis L. Jacobs. "
O registo fóssil da biodiversidade em Angola ao longo do tempo: uma perspectiva paleontológica."
Biodiversidade de Angola: Ciência e Conservação - Uma Síntese Moderna. Eds. Huntley B.J., Russo V., Lages F., and Ferrand N. Porto: Arte & Ciência, 2019. 89-116.
AbstractEste capítulo apresenta uma visão geral da paleobiodiversidade alfa de Angola com base no registo fóssil disponível, o qual se limita às rochas sedimentares, a sua idade variando entre o Pré‑Câmbrico e o pre‑
sente. O período geológico com a maior paleobiodiversidade no registo fóssil angolano é o Cretácico, com mais de 80% do total dos táxones fósseis conhecidos, especialmente moluscos marinhos, sendo estes na sua maioria
amonites. Os vertebrados representam cerca de 15% da fauna conhecida e cerca de um décimo destes são espécies descritas pela primeira vez com base em espécimes de Angola.
Caneco, R., and H. Rocha O uso de exemplos na demonstração: um estudo com alunos do 11.º ano. SIEM. Castelo Branco, Portugal: APM, 2019.
AbstractThis article focuses the choice and use of examples by two students of the 11th grade to prove or refute a set of statements. The use of representations of sequences and functions is also considered. The study adopts a qualitative approach and data were collected by interviews and documental gathering. The conclusions suggest most of the examples used were well-known sequences or functions. However, the students sought different purposes for the use of examples, such as understanding the conjecture, demonstrate the falsity or truthfulness of the statement and conveying a general argument. The students made a satisfactory articulation between the various types of representations but relied mostly in the cartesian graph.