Didactical knowledge supported in curriculum organizars. A experience with pre-service mathematics teachers

Abstract

We study the didactical knowledge as the use and incorporation of the graphic calculator in school tasks, as well as the criteria studies that trainee teachers handle in the didactical use of the mathematical modelling. The study was made, from a qualitative approach, with ten pre¬service mathematics teachers. The results of the study reveal changes in the didactical knowledge of the trainee teachers, demonstrated in the design of didactical activities of algebraic content with the integration of the process of mathematical modelling and the graphic calculator, as well as in the introduction of non conventional strategies for the work in the classroom.