Understanding Mathematics Inquiry-Based Classroom Practice: Teacher’s Actions And Intentions

Detalhes bibliográficos
Autor(a) principal: Canavarro, Ana Paula
Data de Publicação: 2013
Outros Autores: Oliveira, Hélia, Menezes, Luís
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10174/10631
Resumo: 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:
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spelling Understanding Mathematics Inquiry-Based Classroom Practice: Teacher’s Actions And IntentionsInquiry-based classroom practiceTeacher practiceThis 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:2014-02-07T12:13:14Z2014-02-072013-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttp://hdl.handle.net/10174/10631http://hdl.handle.net/10174/10631engCanavarro, 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.978-3-89088-291-80771-100apc@uevora.ptndnd229Canavarro, Ana PaulaOliveira, HéliaMenezes, Luísinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-03T18:53:41Zoai:dspace.uevora.pt:10174/10631Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:04:30.800829Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Understanding Mathematics Inquiry-Based Classroom Practice: Teacher’s Actions And Intentions
title Understanding Mathematics Inquiry-Based Classroom Practice: Teacher’s Actions And Intentions
spellingShingle Understanding Mathematics Inquiry-Based Classroom Practice: Teacher’s Actions And Intentions
Canavarro, Ana Paula
Inquiry-based classroom practice
Teacher practice
title_short Understanding Mathematics Inquiry-Based Classroom Practice: Teacher’s Actions And Intentions
title_full Understanding Mathematics Inquiry-Based Classroom Practice: Teacher’s Actions And Intentions
title_fullStr Understanding Mathematics Inquiry-Based Classroom Practice: Teacher’s Actions And Intentions
title_full_unstemmed Understanding Mathematics Inquiry-Based Classroom Practice: Teacher’s Actions And Intentions
title_sort Understanding Mathematics Inquiry-Based Classroom Practice: Teacher’s Actions And Intentions
author Canavarro, Ana Paula
author_facet Canavarro, Ana Paula
Oliveira, Hélia
Menezes, Luís
author_role author
author2 Oliveira, Hélia
Menezes, Luís
author2_role author
author
dc.contributor.author.fl_str_mv Canavarro, Ana Paula
Oliveira, Hélia
Menezes, Luís
dc.subject.por.fl_str_mv Inquiry-based classroom practice
Teacher practice
topic Inquiry-based classroom practice
Teacher practice
description 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:
publishDate 2013
dc.date.none.fl_str_mv 2013-01-01T00:00:00Z
2014-02-07T12:13:14Z
2014-02-07
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10174/10631
http://hdl.handle.net/10174/10631
url http://hdl.handle.net/10174/10631
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 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.
978-3-89088-291-8
0771-100
apc@uevora.pt
nd
nd
229
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instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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