INTERNET AND MATHEMATICAL ACTIVITY WITHIN THE FRAME OF "SUB14"

In this paper we analyze and discuss the use of ICT, particularly the Internet, in the context of a mathematical problem-solving competition named “Sub14”, promoted by the University of Algarve, Portugal. Our purpose is to understand the participants’ views regarding the mathematical activity and the role of the technology they’ve used along the competition. Main results revealed that the participants see the usage of Internet quite naturally and trivially. Regarding the mathematical and technological competences elicited by this competition, evidences were found that develops mathematical reasoning and communication, as well as it increases technological fluency based on the exploration of everyday ICT tools. A GLIMPSE OVER THE MATHEMATICAL COMPETITION “SUB14” Sub14 (www.fct.ualg.pt/matematica/5estrelas/sub14) is a mathematical problemsolving web based competition addressed to students attending 7 th and 8 th grades. It comprises two stages. The Qualifying consists of twelve problems, one every two weeks, and takes place through the Internet. The Sub14 website is used to publish every new problem; it provides updated information and allows students to send their answers using a simplified text editor in which they can attach a file containing any work to present their solution. The participants may solve the problems working alone or in small teams and using their preferred methods and ways of reasoning. They have to send their solution and complete explanation through the website mailing device or using their personal e-mail account. Every answer is assessed by the organizing committee, who always replies to each participant with some constructive feedback about the given answer. The word problems are selected according to criteria of diversity and involve several aspects of mathematical thinking not necessarily tied to school mathematics. Their aim is to foster mathematical reasoning, either on geometrical notions, numbers and patterns, and logical processes, among others. There is a concern on presenting problems that allow different strategies and also some that have multiple solutions. In Iona’s class the students had to elect a delegate and a co-delegate. Each student wrote two names in a voting sheet by order: the first for the delegate and the second for the co-delegate. There are 13 students in the class. How many ways have a student to vote if his or her own name is allowed?