Please use this identifier to cite or link to this item:
http://hdl.handle.net/10174/10631
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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: |
| URI: | http://hdl.handle.net/10174/10631 |
| 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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