11 documents found, page 1 of 2
Teachers’ leading whole-class discussions in a mathematics lesson study: From i...
Faria, Filipa; Da Ponte, João Pedro; Rodrigues, MargaridaThis study aims to identify how mathematics teachers understand whole-class discussions and to know the influence of lesson study on the way they orchestrate these discussions. This is a qualitative study, conducted with two groups of middle school teachers. We analyze data concerning three teachers, Patrícia, Marta, and Diana, collected through initial individual interviews and observation of three research le...
Práticas discursivas de professores de Matemática na condução de discussões col...
Rodrigues, Cátia; Da Ponte, João Pedro; Menezes, LuísMathematical discussions are a tool within the reach of the teacher to promote communication in the mathematics class, as students are asked to present their resolution strategies, to compare them with those of their peers, to justify and argue about the mobilized reasoning in these solutions of a task proposed by the teacher. When class discourse focuses on algebraic ideas, symbolization and generalization are...
Professional collaboration in lesson studies in the perspective of participants...
Richit, Adriana [UNESP]; Da Ponte, João PedroMade available in DSpace on 2020-12-12T00:55:28Z (GMT). No. of bitstreams: 0 Previous issue date: 2019-01-01; This paper analyses teacher collaboration in lesson studies, regarded as a professional development process. We interviewed seven teachers, from the 1st to the 3rd cycle of basic education, who participated in three lesson studies carried out in public schools in Lisbon, in 2013-2014, led by a team of r...
Desafios e tensões de professores de matemática na dinamização de discussões em...
Rodrigues, Cátia; Menezes, Luís; Da Ponte, João PedroWhole class discussions have come to be seen in mathematics teaching as a tool available to teachers to promote their students’ learning, insofar as they can involve them in the presentation and justification of previously selected strategies for solving mathematical tasks. In these discussions, the teacher relies on his/her didactic knowledge of mathematics to carry out a set of teaching actions to involve the...
Prática de discussão coletiva de uma professora em Álgebra
Rodrigues, Cátia; Da Ponte, João Pedro; Menezes, LuísThis article presents a study that aims to describe and to understand the mathematical discussion practice of a teacher during the preparation and promotion of a collective discussion in Algebra with 7th grade students. The study follows a qualitative and interpretative approach and follows a case study design of a mathematics teacher. The results show that the teacher begins by carefully selects the task she i...
A prática de uma professora de Matemática ao conduzir uma discussão coletiva so...
Rodrigues, Cátia; Menezes, Luís; Da Ponte, João PedroMathematics learning with understanding can be improved by engaging students in whole-class discussions as they are called upon to present, justify and argue their strategies and the strategies of their colleagues and, later, to systematize the main ideas emerging from this discussion. This qualitative and interpretive study, is a case study of a grade 7 mathematics teacher, and aims to understand this practice...
A prática de umaprofessora de Matemática ao conduzir uma discussão coletiva sob...
Rodrigues, Cátia; Menezes, Luís; Da Ponte, João PedroMathematics learning with understanding can be improved by engaging students in whole-class discussions as they are called upon to present, justify and argue their strategies and the strategies of their colleagues and, later, to systematize the main ideas emerging from this discussion. This qualitative and interpretive study, is a case study of a grade 7 mathematics teacher, and aims to understand this practice...
Práticas de discussão matemática no ensino da Álgebra
Rodrigues, Cátia; Menezes, Luís; Da Ponte, João PedroMathematical discussions contribute strongly to pupils’ learning, as they put into play a set of social interactions and processes of negotiation of mathematical meanings. This communication analyzes the discussion practices of a mathematics teacher of the 3rd cycle of basic education, in the context of collaborative work. The study is interpretive, qualitative and draws on interviews and participant observatio...
Tarefas matemáticas no ensino da álgebra
Rodrigues, Cátia; Menezes, Luís; Da Ponte, João PedroAs tarefas matemáticas desempenham um papel importante na aprendizagem dos alunos, ao contribuírem para o desenvolvimento do seu pensamento matemático. Nesta comunicação procuramos compreender de que forma o conhecimento mobilizado por uma professora na seleção e exploração de tarefas contribui para essa aprendizagem dos alunos, nomeadamente ao nível da justificação e generalização de raciocínios algébricos. A ...
Práticas profissionais dos professores de matemática: o projeto P3M
Da Ponte, João Pedro; Oliveira, Hélia; Canavarro, Ana Paula; Moreira, Darlinda; Martinho, Maria Helena; Menezes, Luís; Tomás Ferreira, RosaO projeto P3M tem como objetivo estudar as práticas profissionais na sala de aula de professores de Matemática. Pretende igualmente produzir recursos multimédia para formação inicial e contínua de professores do ensino básico e do ensino secundário. Neste poster apresentamos o projeto, indicando os seus objetivos, quadro conceptual, metodologia de trabalho e resultados preliminares, tanto no que se refere às pr...