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- A prática de umaprofessora de Matemática ao conduzir uma discussão coletiva sobre sequênciasPublication . Rodrigues, Cátia; Menezes, Luís; Da Ponte, João PedroMathematics learning with understanding can be improved by engaging students in whole-class discussions as they are called upon to present, justify and argue their strategies and the strategies of their colleagues and, later, to systematize the main ideas emerging from this discussion. This qualitative and interpretive study, is a case study of a grade 7 mathematics teacher, and aims to understand this practice in conducting the whole-class discussions, in connection with her didactic knowledge, when exploring a task involving sequences. The results show that the teacher, based on her didactic knowledge and preparation of the lesson, organizes the whole-class discussion in three moments (presentation; comparison, evaluation and filtering; and conclusion) in which she undertakes various teaching actions.
- Prática de discussão coletiva de uma professora em ÁlgebraPublication . Rodrigues, Cátia; Da Ponte, João Pedro; Menezes, LuísThis article presents a study that aims to describe and to understand the mathematical discussion practice of a teacher during the preparation and promotion of a collective discussion in Algebra with 7th grade students. The study follows a qualitative and interpretative approach and follows a case study design of a mathematics teacher. The results show that the teacher begins by carefully selects the task she intends to present to the students, anticipating possible strategies for resolving the problem, using algebraic language. In class, in the promotion of the discussion, he/she concretizes the preparation made leading the students to present their strategies of resolution, to compare and evaluate the colleagues, filtering the various contributions, so that the most relevant aspects of their work are synthesized. The teacher leads students to generalize and justify algebraic ideas, by combining intentional actions of eliciting, supporting, informing and challenging.