Leading teachers to perceive and use technologies as resources for the construction of mathematical meanings

This paper presents the early results of an on-going research project on the use of technology in the mathematics teaching and learning processes. A first aim of this project is to understand how deeply math teachers do perceive the opportunities technologies can bring about for change in pedagogical practice, in order to effectively use them for the students’ construction of mathematical meanings. Secondly, the research aims at verify if teachers realise that, in order to successfully deal with perturbation introduced by technologies, they have to keep themselves continuously up-to-date and to acquire not only a specific knowledge about powerful tools, but also a new didactical and professional knowledge emerging from the deep changes in teaching, learning and epistemological phenomena