From task implementation to task reorganization through technology : a case study with an in-service mathematics teacher

Abstract

RESUMEN: Studies on technology represent a fertile field of research in mathematics education. Discussions cover both competencies and dispositions to integrate technology and involve human and contextual factors. In this work, we present the results of a study of an in-service mathematics teacher that investigated the different uses of technologies that he could recognize in his students, and how this allowed him to reorganize a modeling task. Through an intrinsic case study, we analyze documents and interviews with this teacher. The results show that the teacher paid special attention to the students’ actions and paths to solve a mathematical modeling task, which allowed him to incorporate new actions and uses of digital technologies for task reorganization. This study provides evidence of the role of the analysis of one’s own experience and the recognition of the functionalities of technology in modeling task reorganization.