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Teachers’ Use of Technology Affordances to Contextualize and Dynamically Enrich and Extend Mathematical Problem-Solving Strategies

Author

Listed:
  • Manuel Santos-Trigo

    (Mathematics Education Department, Centre for Research and Advanced Studies, CDMX, Avda. IPN 2508, San Pedro Zacatenco 07360, Mexico)

  • Fernando Barrera-Mora

    (Physics and Mathematics Department, Autonomous University of Hidalgo State, UAEH, Carretera Pachuca Tulancingo km 4.5, Colonia Carboneras, Mineral Reforma, Hidalgo 42182, Mexico)

  • Matías Camacho-Machín

    (Departamento de Análisis Matemático, Facultad de Ciencias, Universidad de La Laguna, Avda. Astrofísico Francisco Sánchez s/n, 38200 Santa Cruz de Tenerife, Spain)

Abstract

This study aims to document the extent to which the use of digital technology enhances and extends high school teachers’ problem-solving strategies when framing their teaching scenarios. The participants systematically relied on online developments such as Wikipedia to contextualize problem statements or to review involved concepts. Likewise, they activated GeoGebra’s affordances to construct and explore dynamic models of tasks. The Apollonius problem is used to illustrate and discuss how the participants contextualized the task and relied on technology affordances to construct and explore problems’ dynamic models. As a result, they exhibited and extended the domain of several problem-solving strategies including the use of simpler cases, dragging orderly objects, measuring objects attributes, and finding loci of some objects that shaped their approached to reasoning and solve problems.

Suggested Citation

  • Manuel Santos-Trigo & Fernando Barrera-Mora & Matías Camacho-Machín, 2021. "Teachers’ Use of Technology Affordances to Contextualize and Dynamically Enrich and Extend Mathematical Problem-Solving Strategies," Mathematics, MDPI, vol. 9(8), pages 1-21, April.
    • Handle: RePEc:gam:jmathe:v:9:y:2021:i:8:p:793-:d:531325
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