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Title: Understanding Mathematics Inquiry-Based Classroom Practice: Teacher’s Actions And Intentions
Authors: Canavarro, Ana Paula
Oliveira, Hélia
Menezes, Luís
Keywords: Inquiry-based classroom practice
Teacher practice
Issue Date: 2013
Citation: Canavarro, A. P., & Menezes, L. (2013). Understanding Mathematics Inquiry-Based Classroom Practice: Teacher’s Actions And Intentions. Anke M. Lindmeier & Aiso Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 5, p. 213. Kiel, Germany: PME.
Abstract: This paper focuses on the inquiry-based teaching of mathematics (Stein, Engle, Smith & Hughes, 2008). It is our purpose to deepen our understanding of this complex practice of the teachers, considering both the actions and the intentions behind the actions they perform (Ponte & Chapman, 2006). We analyse the case of one of the teachers we work with in a broader Design Research project where the research on classroom practice and the planning of teacher training develop in articulation (Canavarro, Oliveira, & Menezes, 2012). We provide a description of the actions the teacher performed when students work autonomously on a mathematical task, as well as her reasons to justify her actions. We conclude that the practice of the teacher is oriented by to different but interrelated main purposes:
ISBN: 978-3-89088-291-8
ISSN: 0771-100
Type: article
Appears in Collections:PED - Artigos em Livros de Actas/Proceedings

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