A FRAMEWORK FOR MATHEMATICS INQUIRY-BASED CLASSROOM PRACTICE: THE CASE OF CÉLIA.

• Autor(a) principal: Canavarro, Ana Paula
• Data de Publicação: 2012
• 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/10400.19/1139
• topic: mathematics inquiry-based classroom; teacher practice

This paper 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 analysis of the teaching practice of experienced teachers that regularly conduct inquiry-based teaching of mathematics – in this paper, we focus on Célia case, a primary teacher teaching a 4th grade class. The framework adopts a four phases model for the lesson structure: 1) Introduction of the task; 2) Development of the task; 3) Discussion of the task; and 4) Systematization of the mathematical learning. For each phase, we describe the actions that the teacher intentionally performs with two main interrelated purposes: to promote the mathematical learning of the students and to manage the students and the class as a whole.