id: 06502970
dt: a
an: 2015f.00391
au: Menezes, Luís; Oliveira, Hélia; Canavarro, Ana Paula
ti: Inquiry-based mathematics teaching: the case of Célia.
so: Gellert, Uwe (ed.) et al., Educational paths to mathematics. A C.I.E.A.E.M.
sourcebook. Collected papers based on the presentations at the 63rd and
64th conference, Barcelona, Spain, summer 2011 and Rhodes, Greece,
summer 2012. Cham: Springer (ISBN 978-3-319-15409-1/hbk;
978-3-319-15410-7/ebook). Advances in Mathematics Education, 305-321
(2015).
py: 2015
pu: Cham: Springer
la: EN
cc: D40 D30
ut: inquiry-based teaching; mathematics classroom; teacher’s intentions and
actions; multimedia case; mathematical tasks
ci:
li: doi:10.1007/978-3-319-15410-7_20
ab: Summary: This chapter discusses the instructional practice of a primary
school teacher. It is based on a framework that we developed in the
project “Professional Practices of Mathematics Teachers", which
relates the teacher’s intentions to her actions in an inquiry-based
mathematics classroom. The framework covers the promotion of
mathematics learning as well as the class management. It details the
instructional actions of the teacher in terms of the launching of the
mathematical task to the students, the support of the students’ work,
the orchestration of the discussion of the task and the systematization
of the mathematical learning process.
rv: