Please use this identifier to cite or link to this item: http://hdl.handle.net/10400.19/5035
Title: Práticas de Discussão em Sala de Aula de Matemática: os casos de dois professores
Author: Rodrigues, Cátia
Menezes, Luís
Ponte, João Pedro
Keywords: Discussions
Practices
Mathematics. Didactic Knowledge
Issue Date: 2018
Citation: Rodrigues, C., Ponte, J. P., & Menezes, L. (2018). Práticas de Discussão em Sala de Aula de Matemática: os casos de dois professores. Bolema. 32(61), 398-418.
Abstract: Mathematical discussions are a powerful activity for students’ learning by supporting the presentation, justification, argumentation, and systematization of the reasoning associated to the work on mathematical tasks. The teacher plays a fundamental role in leading the discussion, being called to carry out a set of instructional actions, based on his/her didactic knowledge. In this paper, we present discussions practices of two 8 th grade mathematics teachers, in order to understand how they use discussions when teaching algebra topics. The study is qualitative and interpretive and is based on the case study of two teachers, who are part of a collaborative group. The results show that the teachers structure the mathematical discussion at three main moments and manage the discourse for the generalization of algebraic ideas. Thereby, they undertake a set of instructional actions that help the presentation, justification, and argumentation of several solution strategies.
Peer review: yes
URI: http://hdl.handle.net/10400.19/5035
DOI: http://dx.doi.org/10.1590/1980-4415v32n61a05
ISSN: 1980-4415
Appears in Collections:ESEV - DCEN - Artigos publicados em revista científica

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