The multiple representations in tasks and the connection of mathematical contents: perceptions in a course of continuous formation of teachers

Abstract

This research paper aims at contributing to the discussion about the multiple representations in mathematical tasks. We offered a teacher training workshop where they developed exploratory tasks, structured around the connection of contents, and applied them in their classes in primary and secondary education, in a collaborative activity. Data collection was carried out through semi-structured interviews and focus groups with the teachers, including the production of their students, and content analysis was chosen as a method for analysis.
The results of this case study have shown that teachers recognize multiple representations as an added value for learning.