Estudo Autónomo... Acredita, és capaz! Percursos, Metas e Horizontes 95 Teachers interviews and reflections suggest, to provide algebra digital microlearning sequences in blended learning contexts, teachers must work in collaboration reinforcing trust, which is necessary for innovation, as well as to improve effectiveness, reduce overload, situate certainty, and offer opportunities to learn. The structure of collaborative work is quite demanding since all actors are necessary. This work does not demand complex logistics but requires real experience, sharing time, concerns, knowledge, expectations, and devotedness. This sharing work enables to build better strategies to overcome difficulties and problems, and a trust feeling which transforms a problem into an added value. All teachers’ work is focused on students learning autonomy using these resources. We also can highlight the richness that comes from collaborative work as the ability to share experiences (Nunes, 2014). By working in collaboration teachers recognize that it was possible to include in the different resources and invited aspects from different areas of curriculum that valued the awareness of the transversality of mathematics and its importance for community of practice (Wenger, 2003). Acknowledgements We thank mathematic teachers Alexandra Justiça from Secondary School Dr. Joaquim Gomes Ferreira Alves and Helena Carriço from Middle and Secondary School Gama Barros and their students for collaborating in this study.
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