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|Título:||A FRAMEWORK FOR MATHEMATICS INQUIRY-BASED CLASSROOM PRACTICE: THE CASE OF CÉLIA.|
|Autor:||Canavarro, Ana Paula|
|Palavras-chave:||mathematics inquiry-based classroom|
|Citação:||Canavarro, Ana Paula, Oliveira, Hélia, Menezes. Luís (2012) A framework for mathematics inquiry-based classroom practice: the case of Celia. In Proceedings of ICME 12 (pp. 4137-4146), Seoul, Korea.|
|Resumo:||This paper has been developed in the context of the research project P3M Professional Practices of Mathematics Teachers. One of its main aims is to propose a framework for mathematics inquiry-based classroom practice, combining theoretical perspectives and the analysis of the teaching practice of experienced teachers that regularly conduct inquiry-based teaching of mathematics – in this paper, we focus on Célia case, a primary teacher teaching a 4th grade class. The framework adopts a four phases model for the lesson structure: 1) Introduction of the task; 2) Development of the task; 3) Discussion of the task; and 4) Systematization of the mathematical learning. For each phase, we describe the actions that the teacher intentionally performs with two main interrelated purposes: to promote the mathematical learning of the students and to manage the students and the class as a whole.|
|Aparece nas colecções:||ESEV - DCEN - Artigo em revista científica, não indexada ao WoS/Scopus|
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