Canavarro, AnaOliveira, HéliaMenezes, Luís2013-04-112013-04-112012Canavarro, 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.978-975-429-262-6http://hdl.handle.net/10400.19/1645contrato PTDC/CPE-CED/098931/2008This 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.engmathematics inquiry-based classroom practiceconference object