Publicação
Exploratory activity in the mathematics classroom
| Resumo: | In this chapter we show that mathematical explorations may be integrated into the core of the daily classroom mathematics activities instead of just being a peripheral activity that is carried out occasionally. Based on two episodes, one on the initial learning of the rational number at grade 5 and the other on the learning of algebraic language at grade 7, we show how teachers may invite students to get involved and interpret such tasks, how they may provide students with significant moments of autonomous work and lead widely participated collective discussions. Thus, we argue that these tasks provide a classroom setting with innovative features in relation to conventional education based on the exposi-tion of concepts and procedures, presentation of examples and practice of exercises and with much more positive results regarding learning. |
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| Autores principais: | Ponte, João Pedro da |
| Outros Autores: | Branco, Neusa; Quaresma, Marisa |
| Assunto: | Explorations Tasks Teaching practice Communication Rational numbers Algebraic thinking |
| Ano: | 2014 |
| País: | Portugal |
| Tipo de documento: | capítulo de livro |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade de Lisboa |
| Idioma: | inglês |
| Origem: | Repositório da Universidade de Lisboa |
| Resumo: | In this chapter we show that mathematical explorations may be integrated into the core of the daily classroom mathematics activities instead of just being a peripheral activity that is carried out occasionally. Based on two episodes, one on the initial learning of the rational number at grade 5 and the other on the learning of algebraic language at grade 7, we show how teachers may invite students to get involved and interpret such tasks, how they may provide students with significant moments of autonomous work and lead widely participated collective discussions. Thus, we argue that these tasks provide a classroom setting with innovative features in relation to conventional education based on the exposi-tion of concepts and procedures, presentation of examples and practice of exercises and with much more positive results regarding learning. |
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