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Inquiry-Based Mathematics Teaching: The Case of Célia

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dc.contributor.authorMenezes, Luís
dc.contributor.authorOliveira, Hélia
dc.contributor.authorCanavarro, Ana Paula
dc.date.accessioned2015-03-20T15:26:42Z
dc.date.available2015-03-20T15:26:42Z
dc.date.issued2015
dc.description.abstractOver 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.por
dc.description.sponsorshipThis paper is supported by national funds through FCT – Fundação para a Ciência e Tecnologia in the frame of the Project P3M – Professional Practices of Mathematics Teachers (contract PTDC/CPE-CED/098931/2008), coordinated by João Pedro da Ponte.por
dc.identifier.citationMenezes, 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.por
dc.identifier.isbn978-3-319-15409-1
dc.identifier.urihttp://hdl.handle.net/10400.19/2713
dc.language.isoengpor
dc.peerreviewedyespor
dc.publisherSpringerpor
dc.relationProject P3M – Professional Practices of Mathematics Teacherspor
dc.subjectInquiry-Based Mathematics Teachingpor
dc.subjectTaskspor
dc.subjectIntentional actionspor
dc.titleInquiry-Based Mathematics Teaching: The Case of Céliapor
dc.typebook part
dspace.entity.typePublication
oaire.citation.conferencePlaceNYpor
oaire.citation.endPage326por
oaire.citation.startPage311por
rcaap.rightsclosedAccesspor
rcaap.typebookPartpor

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