dc.creator | Gavilán Izquierdo, José María | es |
dc.creator | García, Mercedes | es |
dc.creator | Martín Molina, Verónica | es |
dc.date.accessioned | 2024-07-11T11:51:31Z | |
dc.date.available | 2024-07-11T11:51:31Z | |
dc.date.issued | 2021 | |
dc.identifier.citation | Gavilán Izquierdo, J.M., García, M. y Martín Molina, V. (2021). Characterizing the role of technology in mathematics teachers’ practices when teaching about the derivative. Computers in the Schools, 38 (1), 36-56. https://doi.org/10.1080/07380569.2021.1882211. | |
dc.identifier.issn | 1528-7033 | es |
dc.identifier.uri | https://hdl.handle.net/11441/161304 | |
dc.description.abstract | A current research problem in mathematics education is the characterization of the role of teachers in the processes of technology integration in mathematics classrooms. This paper shows how two secondary mathematics teachers teach the concept of derivative of a function at a point and the concept of derivative function, one of them using digital technology and the other one without using it. Their teaching was characterized by describing their hypothetical learning trajectories (learning goals, learning activities and the hypothetical learning processes). APOS Theory (which stands for Action, Process, Object and Schema) was used to describe the hypothetical learning processes. The results show that the use of digital technology in class may promote reflection among students without excessive computations, thus helping them to construct the concept of derivative. | es |
dc.description.sponsorship | Junta de Andalucía FQM226 | es |
dc.description.sponsorship | Universidad de Sevilla VPPIT-IV.4 | es |
dc.format | application/pdf | es |
dc.language.iso | eng | es |
dc.publisher | Taylor & Francis | es |
dc.relation.ispartof | Computers in the Schools, 38 (1), 36-56. | |
dc.relation.isreferencedby | https://doi.org/10.1080/07380569.2021.1882211 | es |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | teaching practices | es |
dc.subject | derivative | es |
dc.subject | APOS Theory | es |
dc.subject | digital technology | es |
dc.subject | hypothetical learning trajectory | es |
dc.title | Characterizing the role of technology in mathematics teachers’ practices when teaching about the derivative | es |
dc.type | info:eu-repo/semantics/article | es |
dc.type.version | info:eu-repo/semantics/acceptedVersion | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Didáctica de las Matemáticas | es |
dc.relation.projectID | FQM-226 | es |
dc.relation.projectID | VPPIT-IV.4 | es |
dc.relation.publisherversion | https://doi.org/10.1080/07380569.2021.1882211 | es |
dc.identifier.doi | 10.1080/07380569.2021.1882211 | es |
dc.contributor.group | Universidad de Sevilla. FQM226: Grupo de investigación en Educación Matemática | es |
idus.validador.nota | Según Sherpa, puede depositarse (con embargo) en IDUS solo la versión aceptada, no la publicada. El embargo era de 18 meses y el artículo es de 2021, así que ya se puede subir el archivo. | es |
dc.journaltitle | Computers in the Schools | es |
dc.publication.volumen | 38 | es |
dc.publication.issue | 1 | es |
dc.publication.initialPage | 36 | es |
dc.publication.endPage | 56 | es |
dc.contributor.funder | Junta de Andalucía | es |
dc.contributor.funder | Universidad de Sevilla | es |