Professional practices of Mathematics Teachers

Authors

  • Joao Pedro da Ponte Instituto de Educação da Universidade de Lisboa
  • Marisa Quaresma Instituto de Educação da Universidade de Lisboa
  • Neusa Branco Escola Superior de Educação de Santarém e Unidade de Investigação do Instituto de Educação da Universidade de Lisboa

DOI:

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

Keywords:

Array

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

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Author Biography

Marisa Quaresma, Instituto de Educação da Universidade de Lisboa

 

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Published

2012-03-13

How to Cite

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

Issue

No. 1 (2012)

Section

Artículos

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