High School Teachers' Problem Solving Activities to Review and Extend Their Mathematical and Didactical Knowledge
PRIMUS Volume 21, Number 8, ISSN 1051-1970
The study documents the extent to which high school teachers reflect on their need to revise and extend their mathematical and practicing knowledge. In this context, teachers worked on a set of tasks as a part of an inquiring community that promoted the use of different computational tools in problem solving approaches. Results indicated that the teachers recognized that the use of the Cabri-Geometry software to construct dynamic representations of the problems became useful, not only to make sense of the problems statement, but also to identify and explore a set of mathematical relations. In addition, the use of other tools like hand-held calculators and spreadsheets offered them the opportunity to examine, contrast, and extend visual and graphic results to algebraic approaches. (Contains 12 figures and 1 footnote.)
Santos-Trigo, M. & Barrera-Mora, F. (2011). High School Teachers' Problem Solving Activities to Review and Extend Their Mathematical and Didactical Knowledge. PRIMUS, 21(8), 699-718.
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Connecting in-service teachers with research for incorporating technology into mathematics education
Liliana Suarez-Tellez, Instituto Politécnico Nacional - CGFIE, México., Mexico; Blanca Ruiz-Hernandez, Instituto Tecnologico de Monterrey, Mexico; Mercy Lili Pena-Morales, Universidad de Victoria, Canada; Amaranta Martinez-De la Rosa, Instituto Politecnico Nacional, Mexico
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2572–2575
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