Browsing by Author "Martinho, Maria Helena"
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- Atas do XXV Seminário de Investigação em Educação Matemáticas.Publication . Martinho, Maria Helena; Tomás Ferreira, Rosa; Boavida, Ana Maria; Menezes, LuísEste livro contém os textos das conferências plenárias e das comunicações orais, após revisão por pares.
- Comunicação na sala de aula: A perspetiva do ensino exploratório da matemáticaPublication . Guerreiro, António; Tomás Ferreira, Rosa; Menezes, Luís; Martinho, Maria HelenaThis paper aims at answering to the challenge of thinking about the communication that occurs in the mathematics classroom. We disagree with the simplistic view of communication as a tool for knowledge transfer (from teacher to students); instead, we assume communication as a process of interaction, in which mathematical knowledge is socially constructed. Such a vision of communication in the mathematics classroom resonates with the processes of production and communication of mathematical knowledge that take place in the scientific field and the human community’s daily acting (when using mathematical ideas). Thus, changes are needed in mathematics teaching, particularly regarding the teacher’s and the students’ roles. Inquiry-based mathematics teaching is appointed as a privileged way to, supported by a set of fundamental communicative actions, create productive learning environments, which involve students’ work in challenging mathematical tasks, solving them and discussing the approaches taken, and culminate in the institutionalization of mathematical knowledge.
- Comunicação nas práticas letivas dos professores de MatemáticaPublication . Menezes, Luís; Tomás Ferreira, Rosa; Martinho, Maria Helena; Guerreiro, AntónioEste capítulo tem como objetivo discutir o papel da comunicação nas práticas letivas dos professores, no contexto do ensino exploratório de Matemática. Começando por situar as principais perspetivas sobre o papel da comunicação na aprendizagem da Matemática, caraterizamos, de um ponto de vista micro, as principais ações comunicativas do professor e, de um ponto de vista macro, as dinâmicas comunicativas da sala de aula. Neste enquadramento, defendemos que a atividade do professor de Matemática tem uma forte natureza discursiva e comunicacional. Numa aula de ensino exploratório de Matemática, o discurso do professor tem uma função de suporte e regulação do discurso dos alunos, promovendo o diálogo e a valorização do pensamento dos alunos. A comunicação surge, assim, como elemento estruturante do ensino e, portanto, das práticas letivas do professor, deixando de ser vista como um mero instrumento ou técnica do professor para ensinar Matemática, mas como algo inerente ao ensino e aos processos de construção e partilha do conhecimento matemático.
- Essay on the role of teachers’ questioning in inquiry-based mathematics teachingPublication . Menezes, Luís; Guerreiro, António; Martinho, Maria Helena; Tomás Ferreira, RosaThis paper is an essay on the role of the mathematics teacher’s questioning in in¬quiry-based teaching. Questions are important communication tools that are used by the teacher for various purposes and underpin different visions of what it means to teach mathematics. Inquiry-based mathematics teaching has achieved relevance as a powerful alternative to direct teaching, which is inefficient in complying with current demands of mathematics learning. The paper constitutes a reflection on teachers´ questioning within an inquiry-based approach to teaching mathematics, based on available research and illustrated by classroom episodes of three basic education teachers. Our reflection has led us to advocate the central role of the teacher’s questions in inquiry-based mathematics teaching, having two main goals: (i) verification of knowledge, a questioning goal that is common to the direct teaching approach; and (ii) development of knowledge, a questioning goal that is specific to inquiry-based teaching. These two goals are attained using three types of questions which may be present in all phases of an inquiry-based lesson, albeit with different weights according to the lesson phases and the teacher’s own goals.
- Práticas profissionais dos professores de matemática: o projeto P3MPublication . Da Ponte, João Pedro; Oliveira, Hélia; Canavarro, Ana Paula; Moreira, Darlinda; Martinho, Maria Helena; Menezes, Luís; Tomás Ferreira, RosaO projeto P3M tem como objetivo estudar as práticas profissionais na sala de aula de professores de Matemática. Pretende igualmente produzir recursos multimédia para formação inicial e contínua de professores do ensino básico e do ensino secundário. Neste poster apresentamos o projeto, indicando os seus objetivos, quadro conceptual, metodologia de trabalho e resultados preliminares, tanto no que se refere às práticas dos professores como aos materiais produzidos.
- THE ROLE OF DIDACTICAL KNOWLEDGE IN SEIZING TEACHABLE MOMENTSPublication . Tomás Ferreira, Rosa; Martinho, Maria Helena; Menezes, LuísDrawing on a short analysis of a classroom episode, we reflect on the teacher’s actions and their relationship to his/her didactical knowledge, namely in its dimensions of knowledge of mathematics and knowledge of instructional processes. Focusing on these dimensions, we discuss the answers of some future and practicing teachers to a written assignment based on that episode. Anchored in the notion of didactical knowledge, we raise some issues regarding teacher education programs and their adequacy to comply with current demands of mathematics teaching.
- Using Classroom Episodes to Foster Prospective Teachers’ Didactical Knowledge: Issues for Teacher EducationPublication . Tomás Ferreira, Rosa; Menezes, Luís; Martinho, Maria HelenaAfter briefly analysing a classroom episode, we discuss aspects of the teacher’s didactical knowledge, namely in its mathematical and instructional dimensions, as reflected in the answers of three prospective teachers to a written assignment based on the episode. We then raise some issues regarding initial teacher education, anchored in the notion of didactical knowledge.