Professional practices of Mathematics Teachers

Authors

  • Joao Pedro da Ponte Institute of Education, University of Lisbon image/svg+xml
  • Marisa Quaresma Institute of Education, University of Lisbon image/svg+xml
  • Neusa Branco Institute of Education, University of Lisbon image/svg+xml

DOI:

https://doi.org/10.35763/aiem.v1i1.5

Keywords:

Prácticas, profesionales, enseñanza, Matemática, tareas, discurso, curriculum,

Abstract

This article discusses the notion of practice in order to analyze the work of the teacher in the classroom. It begins by examining two approaches for this notion, the cognitive and the socio-cultural, with special attention to the professional practices of the teachers, and identifies two key elements of such practice: the tasks and the classroom discourse. It then focuses on two practices in the teaching and learning of mathematics, the presentation of tasks to students and the collective discussions, reviewing the main features and issues and illustrating them with episodes of the grades 5 and 7 classrooms

Author Biography

  • Marisa Quaresma, Institute of Education, University of Lisbon

     

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Published

2012-03-13

Issue

No. 1 (2012)

Section

Artículos

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The articles published in this journal are under a license Creative Commons: By 4.0 España from  number 21 (2022).

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How to Cite

Professional practices of Mathematics Teachers. (2012). Advances of Research in Mathematics Education, 1, 65-86. https://doi.org/10.35763/aiem.v1i1.5