Utilize este identificador para referenciar este registo: http://hdl.handle.net/10400.19/2713
Título: Inquiry-Based Mathematics Teaching: The Case of Célia
Autor: Menezes, Luís
Oliveira, Hélia
Canavarro, Ana Paula
Palavras-chave: Inquiry-Based Mathematics Teaching
Tasks
Intentional actions
Data: 2015
Editora: Springer
Citação: Menezes, L., Oliveira, H., & Canavarro, A. P. (2015).Inquiry-based mathematics teaching: The case of Célia. Gellert, U., Gimenez Rodriguez, J., Hahn, C., Kafoussi, S. (Eds.), Educational paths to Mathematics (pp. 305-321). Cham: Springer International Publishing AG.
Resumo: Over the last decades many perspectives on mathematics teaching have emerged in opposition to the common vision and practice of knowledge transmission. Proposals for the transformation of the school mathematics curriculum are anchored to new approaches to the possibility for students to learn mathematics meaningfully. The ideas of an inquiry-based approach to teaching, in opposition to the transmission model, echo Dewey’s perspectives, where students’ activity is central to the development of the learning process.
Peer review: yes
URI: http://hdl.handle.net/10400.19/2713
ISBN: 978-3-319-15409-1
Aparece nas colecções:ESEV - DCEN - Capítulos (ou partes) de Livros

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SPG_Menezes e outros.pdf152,84 kBAdobe PDFVer/Abrir


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