Percorrer por autor "Domingos, António"
A mostrar 1 - 4 de 4
Resultados por página
Opções de ordenação
- Articulation between mathematics and technology: Computational thinking from teachers’ perspectivesPublication . Seabra, Marcela; Domingos, António; Pires, Manuel VaraThe digital transformation of the 21st century positions Computational Thinking (CT) as a core competency for modern literacy (Wing, 2006). This study explores how CT reshapes mathematics teaching by bridging technology, pedagogy and content knowledge (Weintrop et al., 2016; Ye et al., 2023), using the Technological Pedagogical Content Knowledge (TPACK) framework as its theoretical foundation. The objectives are: (a) Which didactic practices and tools do teachers use? (b) How does their TPACK influence CT integration? This qualitative case study of four elementary teachers triangulates data from observations, interviews and document analysis. Findings will inform teacher training and tool design, showing that effective CT depends on teachers’ capacity to meaningfully connect mathematics and technology. The study and its empirical data collection follow rigorous ethical principles and are currently ongoing.
- Computational thinking in mathematics education: between curricular expectations and teaching practicesPublication . Seabra, Marcela; Domingos, António; Pires, Manuel VaraThis paper examines the gap between curricular expectations for the integration of Computational Thinking (CT) and its implementation in mathematics education. Through a reflective analysis that intersects literature with classroom experience, we argue that teachers' fragmented understanding stems not merely from training deficits but from deeper tensions between pedagogical innovation and systemic constraints. We contend that traditional mathematical competencies already implicitly incorporate core elements of CT. Instead of introducing CT as external knowledge, we propose a reconceptualization of teacher education to value existing mathematical practices as a foundation for CT development, thereby avoiding curricular overload and fostering an organic integration that empowers teachers to recognize the CT already present in their classrooms.
- Computational Thinking in the Classroom - Practices of Elementary Mathematics TeachersPublication . Seabra, Marcela; Domingos, António; Pires, Manuel VaraComputational Thinking (CT) has emerged as a crucial skill in the 21st century, driving its inclusion in mathematics education across various countries (Forsström & Kaufmann, 2018), including Portugal. This integration, defined as a cross-cutting mathematical skill in the new curriculum guidelines, provides an opportunity for teachers to develop new knowledge and competencies. The Technological Pedagogical and Content Knowledge (TPACK) model (Koehler & Mishra, 2006) is relevant for understanding how teachers combine their knowledge to integrate CT into teaching practices. Despite the increasing importance of CT, research on its integration and teachers' pedagogical knowledge remains limited (Geraniou & Hodgen, 2022). My project work, which is in an initial phase, addresses this issue by focusing on the figure of the elementary mathematics teacher, aiming to document and analyze their ideas and practices related to CT, aligning with emerging guidelines and seeking to contribute to understanding in the field. By characterizing the professional knowledge required for a proper integration of CT in the classroom, the study emphasizes the "voice" and practices of teachers. The goal is to understand what elementary mathematics teachers do during teaching activities when integrating CT-related dimensions. Through the analysis of teachers' knowledge and practices, I aim to: a) Characterize the professional knowledge of elementary mathematics teachers related to computational thinking; b) Identify and analyze CT integration practices (strategies, tasks, resources, assessment) followed by elementary mathematics teachers in their teaching activities. In this research, I will adopt a qualitative and interpretative approach, involving four case studies and utilizing data collection and analysis techniques appropriate to the nature of the study. The case studies will involve classroom observations of mathematics teachers, interviews with teachers, and document analysis.This research is just beginning, and no empirical data has been collected yet. However, it will follow the ethical guidelines of the AERA (2011).
- Investigação em educação matemática 2015: representações matemáticasPublication . Pires, Manuel Vara; Ferreira, Rosa Tomás; Domingos, António; Martins, Cristina; Martinho, Helena; Vale, Isabel; Amado, Nélia; Carreira, Susana; Pimentel, Teresa; Santos, LeonorAs representações matemáticas não são apenas meios de comunicação, mas igualmente de construção de conhecimento. Deste modo, a importância das representações matemáticas justifica que se tenha escolhido este tema para o Encontro de Investigação em Educação Matemática que se realizou na Escola Superior de Educação do Instituto Politécnico de Bragança, nos dias 24 e 25 de outubro de 2015. A presente publicação resulta dos textos finais de versões sujeitas a um processo de revisão por pares das comunicações e pósteres apresentados e aceites. Organiza-se segundo a estrutura do programa. Começa com os textos relativos a dois momentos plenários: a conferência plenária que discute a importância do papel de múltiplas representações da álgebra para uma aprendizagem matemática com compreensão, e o painel que procura confrontar e discutir diversos olhares e perspetivas sobre o tema das representações matemáticas. Em seguida apresenta os diferentes textos produzidos, agrupados por grupo de discussão. Três grupos de discussão foram constituídos: As representações e a aprendizagem matemática, As representações e o conhecimento profissional dos professores, e As representações e as práticas de ensino e recursos. Contamos que o contributo dado pelos diversos autores para a publicação da Investigação em Educação Matemática, Representações matemáticas, possa inspirar e impulsionar a continuação da investigação nesta área da educação matemática.