
06502970
a
2015f.00391
Menezes, Lu\'{\i}s
Oliveira, H\'elia
Canavarro, Ana Paula
Inquirybased mathematics teaching: the case of C\'elia.
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 9783319154091/hbk; 9783319154107/ebook). Advances in Mathematics Education, 305321 (2015).
2015
Cham: Springer
EN
D40
D30
inquirybased teaching
mathematics classroom
teacher's intentions and actions
multimedia case
mathematical tasks
doi:10.1007/9783319154107_20
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 inquirybased 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.