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Advisor(s)
Abstract(s)
This study focuses on an inquiry-based teaching experience in mathematics, with 5th grade students in which we have established a strong connection with reality and intensified student’s ability to communicate, while promoting problem solving and mathematical reasoning. Mathematics lessons are organized into four phases: (i) Launching the task for students; (ii) Development of the task; (iii) Discussion of the task; and (iv) Systematization of mathematical learning. To prepare task discussion, the teacher implements a “gallery of tasks” through which students have their first contact with their colleague’s resolutions: they can ask questions and make comments in the presented sheets. This article presents the results of a lesson on percentages, in which students worked on the task entitled “Discount at Bit- @ - Byte”. The analysis of this task and the results of similar tasks of reality made throughout the school year shows that the inquiry-based teaching allows improvements in mathematics, namely learning concepts and capabilities such as reasoning, communication and problem solving.
Description
Keywords
Classe de mathématiques communication Réalité
Pedagogical Context
Citation
Menezes, L., Delplancq, V., & Castanheira, G. (2014). Classe de Mathématiques, réalité et communication. In G. Aldon (Ed.),Pré-Proceedings of CIEAEM 66 (pp. 59-65), Lyon, France.
Publisher
Gilles Aldon