| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 250.57 KB | Adobe PDF |
Orientador(es)
Resumo(s)
This paper 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 analysis of the teaching practice of experienced teachers that regularly conduct inquiry-based teaching of mathematics – in this paper, we focus on Célia case, a primary teacher teaching a 4th grade class. The framework adopts a four phases model for the lesson structure: 1) Introduction of the task; 2) Development of the task; 3) Discussion of the task; and 4) Systematization of the mathematical learning. For each phase, we describe the actions that the teacher intentionally performs with two main interrelated purposes: to promote the mathematical learning of the students and to manage the students and the class as a whole.
Descrição
Palavras-chave
mathematics inquiry-based classroom teacher practice
Contexto Educativo
Citação
Canavarro, Ana Paula, Oliveira, Hélia, Menezes. Luís (2012) A framework for mathematics inquiry-based classroom practice: the case of Celia. In Proceedings of ICME 12 (pp. 4137-4146), Seoul, Korea.