Menezes, LuísDelplancq, VéroniqueCastanheira, Graça2014-12-042014-12-052014Menezes, 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.http://hdl.handle.net/10400.19/2426This 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.fraClasse de mathématiquescommunicationRéalitéconference object