Abstract
Following Vygotsky’s seminal idea of semiotic mediation, the theoretical framework of Theory of Semiotic Mediation is used in this research to create and implement learning activities that can possibly allow future teachers to analyse semiotic potential of several technological artefacts, namely applets, identifying the knowledge and the mathematical procedures produced with their use. Because of the global pandemic, it was necessary and imperative to shift from in-person classes to online classes. In this line, new research’ challenges have been posed in educational environments. In this paper, an overall reflection is presented about how these challenges were faced as new opportunities for the understanding of pre-service teachers’ learning in this new reality.
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The author acknowledges the financial support from the FCT grant with reference project UIDB/04083/2020.
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Martins, S. (2021). Designing Didactic Cycles in a Pandemic Scenario: Facing Challenges as Opportunities. In: Reis, A., Barroso, J., Lopes, J.B., Mikropoulos, T., Fan, CW. (eds) Technology and Innovation in Learning, Teaching and Education. TECH-EDU 2020. Communications in Computer and Information Science, vol 1384. Springer, Cham. https://doi.org/10.1007/978-3-030-73988-1_18
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