摘要：Using the paradigm of activity theory, the central problem of this paper (This paper is supported by FCT – Foundation for Science and Technology (Project “Promoting Success in Mathematics” – PTDC/CPE-CED/121774)) is the characterization of the processes through which teachers replicate, adapt, and improvise tasks of textbooks with use of technological resources (CD-ROMs and web portals). In other words, we seek to identify teachers’ use of schemas in actions mediated by these technological elements. Two of us accompanied Portuguese secondary mathematics teachers in the assessment of learning tasks involving the use of new technological resources and the analysis of feedback of teaching performance after implementation in the classroom. This feedback was obtained from their peers, trainers and teachers’ reflection on the actions in classes and occurred during the sessions of the training activities. The study shows that teachers plan coordinated tasks that integrate technology resources and apply them in classes adjusting them to the technological environment of their schools. However, some difficulties in interpreting feedback are revealed. Keywords: activity theory, didactic tools, mathematics teaching, technological resources. DOI: http://dx.doi.org/10.15823/p.2015.028
其他摘要：Using the paradigm of activity theory, the central problem of this paper (This paper is supported by FCT – Foundation for Science and Technology (Project “Promoting Success in Mathematics” – PTDC/CPE-CED/121774)) is the characterization of the processes through which teachers replicate, adapt, and improvise tasks of textbooks with use of technological resources (CD-ROMs and web portals). In other words, we seek to identify teachers’ use of schemas in actions mediated by these technological elements. Two of us accompanied Portuguese secondary mathematics teachers in the assessment of learning tasks involving the use of new technological resources and the analysis of feedback of teaching performance after implementation in the classroom. This feedback was obtained from their peers, trainers and teachers’ reflection on the actions in classes and occurred during the sessions of the training activities. The study shows that teachers plan coordinated tasks that integrate technology resources and apply them in classes adjusting them to the technological environment of their schools. However, some difficulties in interpreting feedback are revealed. Keywords: activity theory, didactic tools, mathematics teaching, technological resources. DOI: http://dx.doi.org/10.15823/p.2015.028
