Abstract
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.
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Notes
- 1.
Célia is not the regular teacher of this class. She developed the project with the class in cooperation with the school teacher and taught the lesson concerning the teaching experience on algebraic reasoning, as the teacher requested her. For this reason, we will refer to Célia as the teacher since she assumed this role in these lessons.
- 2.
The program just started to be implemented in 2009, and for this class in the previous year, when the students were in the third grade.
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Acknowledgements
This paper is supported by national funds through FCT – Fundação para a Ciência e Tecnologia in the frame of the Project P3M – Professional Practices of Mathematics Teachers (contract PTDC/CPE-CED/098931/2008), coordinated by João Pedro da Ponte.
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Menezes, L., Oliveira, H., Canavarro, A.P. (2015). Inquiry-Based Mathematics Teaching: The Case of Célia. In: Gellert, U., Giménez Rodríguez, J., Hahn, C., Kafoussi, S. (eds) Educational Paths to Mathematics. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-15410-7_20
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