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Title: A framework for mathematics inquiry-based classroom practice: the case of Célia.
Authors: Canavarro, Ana Paula
Oliveira, Hélia
Menezes, Luís
Keywords: inquiry-based classroom practice
intentions and actions of the teacher
Mathematics teaching
Issue Date: 2012
Publisher: ICME
Citation: o Canavarro, A. P., Oliveira, H., & Menezes, L. (2012). A framework for mathematics inquiry-based classroom practice: the case of Célia. In Pre-Procedings of 12th International Congress on Mathematical Education, Seoul, Korea. (pp.4137-4146).
Abstract: 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.
Type: article
Appears in Collections:PED - Artigos em Livros de Actas/Proceedings

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