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Universidade de Lisboa: Repositório.UL
Article . 2012
Full-Text: https://repositorio.ulisboa.pt/bitstream/10451/7040/1/Menezes_Canavarro_Oliveira_Hellenic2012.pdf
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Repositório Científico do Instituto Politécnico de Viseu
Article . 2012
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Repositório Científico da Universidade de Évora
Article . 2013
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Teacher practice in an inquiry-based Mathematics classroom

descriptionPublicationkeyboard_double_arrow_right Article 01 Jan 2012 Portugal Portuguese Publisher:Hellenic Mathematical Society & International Journal for Mathematics in Education
Authors: Menezes, Luís; Canavarro Teixeira, Ana Paula; Oliveira, Hélia;

handle: 10174/7881 , 10451/7040 , 10400.19/1138

Teacher practice in an inquiry-based Mathematics classroom

Abstract

This paper presents a framework for an inquiry-based approach to mathematics teaching. It was developed by combining theoretical perspectives and case studies of experienced teacher that usually conduct inquiry based teaching of mathematics. This framework describes the actions teachers intentionally perform with two identified purposes: to promote the mathematical learning of the students and to manage the students and the class as a whole.

FCT - Fundação para a Ciência e Tecnologia

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Portugal
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Keywords

Inquiry-based mathematics classroom, inquiry-based practice, teacher practice, Mathematics teaching, Teacher practice, inquiry-based mathematics classroom

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popularity
This indicator reflects the "current" impact/attention (the "hype") of an article in the research community at large, based on the underlying citation network.
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This indicator reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).
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