Professores de matemática portugueses que adotam tecnologias digitais em seus atos curriculares

Referencias

Barcelos, T. S., Muñoz, R., Villarroel, R., &Silveira, I. F. (2015). Relations between the Computational and Mathematical Thinking: A Systematic Review of the Literature. I.F. Annals of the Workshops of the IV Brazilian Congress of EducationCBIE, 1369-1378. Bauer, M., & Gaskell, G. (2002). Qualitative research with text, image and sound: a practical manual. Guareski’s Translation, p. 3 ed. Petrópolis: Vozes. Bivar, A., Grosso, C., Oliveira, F., & Timóteo, M. C. (2013). Basic Mathematics Curriculum Program and Goals. Lisbon: Ministry of Education and Science. ComputerScience Teachers Association, & International Society for Technology in Education. CSTA & ISTE (2011). Computational Thinking: Leadership Toolkit (1st ed.). Recovered from http://www.csta.acm.org/Curriculum/sub/CurrFiles/471.11CTLeadershiptToolkit-SP-vF.pdf. General Directorate of Education (2016). Curricular Management Guidelines for the Mathematical Curriculum Program and Goals for Basic Education. Lisbon: Ministry of Education and Science. Dick, T. P., & Hollebrans, K. F. (2011). Focus in high school mathematics: Technology to support reasoning and sense making. Reston, VA: NCTM. Faria, R. (2007). Creating and reading Cartesian graphs that express movement: a class using a sensor and graphing calculator. Sao Paulo. (Dissertation of the Post-Graduate Program in Education, PUC-SP). Frant, J. B. (2011). Language, Technology and embodiment: production of meanings for time in Cartesian graphics. Educate in magazine, 1, 211–226. Curitiba. Gadanidis, G., Geiger, V. (2010). A social perspective on technology enhanced mathematical learning-from collaboration to performance. ZDM,42(1), 91–104. Jenkins, H.; Purusotma, R.; Weigel, M.; Clinton, K.; Robison, A. J. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Cambridge, MA: MIT Press. Lei nº 85/2009. Basic Law of the Educational System. Diário da República, Lisbon, Portugal, 1st series, nº 166, August 27. Macedo, R. S. (2013). Curriculum acts and pedagogical autonomy: curricular socioconstructionism in perspective. Petrópolis, RJ: Vozes. Machado, R. M. (2012). Visualization in solving differential and integral calculus problems in the MPP computational environment. Campinas. (Doctoral Thesis in Education, UNICAMP). Martin, A. (2006). A European Framework for Digital Literacy. Nordic Journal of Digital Literacy, 2(1), 151–161. Mafra, J. R. S. Araújo, C.A.P.; Santos, J.P.; Meireles, J. C. (2017). Teaching of Mathematics and Educational Robotics: a proposal for technological research in Basic Education. Journal of Mathematics, Teaching and Culture.Rematec, 26(12), 100-114. Ministry of Education and Science (2018). Essential Learning / Articulation with the Profile of the student-Mathematics. Lisbon, Portugal. National Council of Teachers of Mathematics. NCTM. (2015). Strategic Use of Technology in Teaching and Learning Mathematics: A Position of the National Council of Teachers of Mathematics. Reston: NCTM. Nunes, J. de A. (2011). Instructional design in mathematics education: trajectory of a mathematics teacher who develops activities on trigonometric functions with the HP 50G calculator. Canoas. (Master's Dissertation in Education, Lutheran University of Brazil). Organization for Economic Cooperation and Development. OECD. (2018a). OECD. Matemathics 2030Project (Preliminary Version). Paris, France. Organization for Economic Cooperation and Development. OECD. (2018b). The Future of Education and Skills Education 2030. Paris, France. Recovered May 20th, 2019, from https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf. Roschelle, J.; Shechtman, N.; Tatar, D.; Hegedus, S.; Hopkins, B.; Empson, S.; Jennifer Knudsen, J. & Gallagher, L.P. (2010). Integration of Technology, Curriculum, and Professional Development for Advancing Middle School Mathematics: Three Large-Scale Studies. American EducationalResearch Journal, 47(4), 833-878. Saraiva, K. S. (2006). Other Spaces, Other Times: internet and education. (Doctoral Thesis in Education, Federal University of Rio Grande do Sul, Porto Alegre). Sharma, S. (2013). Qualitative Approaches in Mathematics Education Research: Challenges and Possible Solutions. Education Journal, 2(2), 50–57. https://doi.org/10.11648/j.edu.20130202.14. Soares, F. G. E. P. (2010). The attitudes of basic education students towards Mathematics and the role of the teacher. Mathematics Education, 19, UFRRJ. Recovered from http://www.ufrrj.br/emanped/paginas/conteudo_producoes/docs_27/alunos.pdf. Suh, J., & Moyer, P. S. (2007). Developing students' representational fluency using virtual and physical algebra balances.Journal of Computers in Mathematics and Science Teaching, 26(2), 155-173. Wing, J. (2006). Computational thinking. ACM, 4 Contribuições dos Autores.