Initiation to Differential Calculus: Teaching Practices of Portuguese Secondary School Teachers
Resumo
Context: The study of teaching practice is an emerging topic of research and is directly linked to the importance of improving the teaching and learning of Mathematics. Goals: To understand the core aspects of how secondary school teachers teach Differential Calculus. Design: The study uses a qualitative methodology, based on an interpretative paradigm, and is carried out by means of three case studies. Environment and participants: Three Portuguese secondary school teachers who teach Mathematics A took part in the study. Data collection and analysis: The data were collected through direct observation of lessons and semi-structured interviews. The data analysis gave rise to two dimensions: (i) general aspects, and (ii) specific aspects of didactic exploration. The general aspects are split into three subcategories: (i) lesson structure; (ii) interactions in the lessons; and (iii) working with the tasks. The specific aspects were also split into three subcategories: (i) connecting concepts; (ii) time for the students to elaborate and present their reasoning; and (iii) interaction between the graphical and algebraic aspects. Results: The results of the study point to the almost exclusive use of textbooks without using other tasks. Conclusions: The conclusions point to a significant emphasis by the teachers on the connection between the different concepts involved. The approach adopted seems to be more focused on conceptual questions than procedural techniques.
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PDF (English)DOI: https://doi.org/10.17648/acta.scientiae.6249
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Direitos autorais 2022 Adilson de Campos, João Pedro da Ponte
Esta obra está licenciada sob uma licença Creative Commons Atribuição 4.0 Internacional.
ANÚNCIOS
Conceito A2 na Capes(2021)Índice h5 do Google Scholar: 13
Índice mediana h5 do Google Scholar:24
eISSN: 2178-7727
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