Teachers’ knowledge and technology in the teaching of functions: A view from Portugal and Brazil

Technology integration although highly recommended has proved to be complex. This study aims to characterize the perceptions of secondary mathematics teachers (grades 7th to 12th), from Portugal (Braga region) and Brazil (Campinas region), regarding the teaching of Functions and the use of technology. We also intend to consider the context of the two countries, reflecting on justifications for the differences identified (if any). The study adopts a mixed methodology based on a questionnaire applied to 129 Portuguese teachers in Braga region and 136 Brazilian teachers in Campinas region (quantitative dimension) and on an interview to six Portuguese teachers and six Brazilian teachers (qualitative dimension). The results point to similarities between teachers from Portugal and Brazil, but also to some differences. Technology potential is recognized by teacher from both countries, however teachers from Brazil tend to assume a more traditional use of technology, based on showing and more teacher-centered. This difference can be related to the Portuguese curriculum, valuing a relevant use of technology for more than three decades. • difference in technology integration in Portugal and Brazil related to the Portuguese curriculum and political decisions. • teachers from Brazil tend to assume a more traditional use of technology, based on showing and more teacher-centered. • Portuguese teachers tend to be more familiarized with technology, valuing exploration and a student-centered approach.