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The challenge of mathematical discussions in teachers’ professional practice
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Orientador(es)
Resumo(s)
We seek to identify patterns of action in mathematics teachers’ classroom practice regarding class discussions and to determine how these actions provide learning opportunities for students. The study is based on a framework that focuses on two key elements of teaching practice: 1) the tasks that teachers propose to their students and, 2) the way they handle classroom communication. Qualitative methodology is used with data collected from video recordings of a grade 6 class that is studying rational numbers. We conclude that challenging situations usually require teacher preparation and follow-up with supporting/guiding and informing/suggesting actions so that the students can learn what is involved in the teacher’s motivations.
Descrição
Palavras-chave
Teacher practice Communication Task Challenge Rational numbers
Contexto Educativo
Citação
Ponte, J. P., Quaresma, M., & Mata-Pereira, J. (2017). The challenge of mathematical discussions in teachers’ professional practice. Didacticae: Journal of Research in Specific Didactics, 1, 45-59.