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Orientador(es)
Resumo(s)
This study has been developed in the context of the research project P3M
Professional Practices of Mathematics Teachers. One of its main aims is to propose a
framework for mathematics inquiry-based classroom practice, combining theoretical
perspectives and the transversal analysis of cases of experienced teachers of different
school levels (one per level) that regularly conduct inquiry-based teaching of
mathematics at different school levels. Developing an inquiry-based approach is a
complex practice for most of the teachers (Stein, Engle, Smith, & Hughes, 2008) and
we hope that our intended framework could contribute as a tool for reflection about
this practice, namely in the context of teacher education.
Descrição
contrato PTDC/CPE-CED/098931/2008
Palavras-chave
mathematics inquiry-based classroom practice
Contexto Educativo
Citação
Canavarro, A. P., Oliveira, H., & Menezes, L. (2012) The mathematics inquiry-based classroom practice of Célia. In T.-Y. Tso (Ed.), Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, p. 251. Taipei, Taiwan: PME.
Editora
T.-Y. Tso