ESEV - DCEN - Capítulo em obra internacional, como autor
Permanent URI for this collection
Browse
Recent Submissions
- The value of historical knowledge through challenging mathematical tasksPublication . Menezes, Luís; Costa, Ana MariaLearning mathematics does not simply mean acquiring/developing a set of content knowledge. It also means being able to solve problems, think mathematically and communicate ideas with others. If we think about the mathematics taught to prospective mathematics teachers, the study of the nature of mathematical knowledge, mathematical processes and their historical development is fundamental to their future teaching practice. To achieve this goal, we designed a formative experience in which were proposed challenging, historically framed mathematical tasks to prospective mathematics teachers who teach in the early years (Kindergarten and Primary). In this setting, the study aims to understand how challenging mathematical tasks, which bear upon historical context, contributed to student learning in terms of understanding: the nature of mathematics; the historical development of mathematical knowledge and the processes by which it is developed; mathematical concepts and their modes of representation. The study applies a qualitative and interpretive methodology with the participation of 45 prospective teachers who recently enrolled in the undergraduate programme. The data comes from student resolutions, individual reflections, observations and field notes. The results reveal that as a corollary to working with challenging mathematical tasks framed historically, students have developed their knowledge of mathematics and the nature of mathematical knowledge. They understand the value of problem solving towards an improvement of their historical knowledge and in the development of some fundamental mathematical concepts taught in the initial school years, such as number, operation, regularity, geometric objects.
- Humour in mathematics teaching: A study in Portugal and SpainPublication . Menezes, Luís; Viseu, Floriano; Flores, Pablo; Amante, Susana; Costa Lopes, Ana MariaThis study analyses humour in a school context in Portugal and Spain. The study aims to respond to the following questions: (1) Do mathematics teachers consider that they have a sense of humour? (2) What conception do they have of humour? (3) Do they consider humour to be compatible with the teaching of mathematics? and (4) If teachers use humour in the teaching of mathematics, how do they use it and for what purpose? To carry out this study, we adopted a mixed methodology. Mathematics teachers, Portuguese and Spanish, teaching from primary school level to higher education, were asked to respond to a questionnaire, comprising open and closed questions. Data analysis combines statistical with content analysis. The main results reveal that most teachers claim they appreciate/value humour and acknowledge its educational relevance. Most teachers claim they use it regularly and present examples of its use. These examples show small differences between Portuguese and Spanish teachers.
- Desenvolver novas perspetivas sobre o ensino da Matemática através da análise da prática: os casos multimédia na formação de professoresPublication . Oliveira, Hélia; Canavarro, A. P.; Menezes, LuísEste capítulo tem como objetivo discutir o uso de casos multimédia focados no ensino exploratório como recurso para a formação de professores que ensinam Matemática, tanto na formação inicial, como na contínua. Para tal, realizámos uma meta-análise de estudos que foram realizados no âmbito de formações com recurso aos casos multimédia construídos pelo Projeto P3M e procuramos identificar as aprendizagens e contributos reconhecidos pelos formandos a partir de tais contextos.
- Inquiry-Based Mathematics Teaching: The Case of CéliaPublication . Menezes, Luís; Oliveira, Hélia; Canavarro, Ana PaulaOver 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.