Glimpses of Scientific Mathematic Modules in High School


  • João Cabral Azores University


Mathematics, Education, Modeling, Modeling process


The introduction of advanced scientific modules to support teaching has an important fundamental in mathematics education. But this kind of introduction collides with the lack of time that the teachers of High School have to develop new strategies and implement them, because they are attached, in Portugal, to a bureaucratic machine that consumes valuable time that could be invested in education.

Didactic concepts and scientific content must work together like a gear of knowledge. The didactic knowledge allows introducing concepts that are later explored scientifically enabling educational expansion, which will be reflected in the student's creativity. We assist to a dialectical progression knowledge, which will have immediate effects on motivation and capture the attention by those who learn, so in this work we present a model to introduce some advanced Scientific Modules from some graduations of University Mathematics curriculum in Portuguese High Schools.


Author Biography

João Cabral, Azores University

Assistant Teacher

Maths Department


Albergaria, I. S., & Ponte, J. P. “Cálculo mental e calculadoraâ€. In A. P. Canavarro, D. Moreira & M. I. Rocha (Eds.), Tecnologias e educação matemática (pp. 98-109). Lisboa: SEM-SPCE, 2008

Isabel Alarcão, “Teacher Education in Portugalâ€, Journal of Education for Teaching: International research and pedagogy, 28:3, 227-231, 2002

Emilia Giraldes et al., Ãlgebra Linear e Geometria Analítica, McGraw-Hill, Brasil, 1997

Rafael Borini, “Use or not to use the calculator in mathematics Teachingâ€, article written in Portuguese, found in, Social network for Academic sharing, 2013




How to Cite

Cabral, J. (2013). Glimpses of Scientific Mathematic Modules in High School. Asian Journal of Education and E-Learning, 1(5). Retrieved from