Tasks analysis as a mean to reflect and (re)think the pedagogical practice of teachers who teach mathematics
Cirino De Jesus, Cristina ; De C. T. Cyrino, Cristina Márcia ; Oliveira, Hélia
HAL, hal-01289615 / Harvested from HAL
Text on HAL
This study discusses how the analysis of mathematical tasks, within a teachers' in-service education study group, can help teachers who teach mathematics in the early years of Elementary School to reflect and (re)think their pedagogical practice. This research was carried out in a Brazilian public school, with the participation of 14 teachers. Within the in-service study group, the recognized importance of the tasks and their classification according to levels of cognitive demand by the teachers is discussed. The reflections and discussions in this study group allowed the identification of some changes in the teachers' perspectives in regard to tasks choice/prepa-ration, the role of the teacher in the classroom and the recognition of students' capacities.
Publié le : 2015-02-04
Classification:  Mathematical tasks,  levels of cognitive demand,  teacher education,  [SHS.EDU]Humanities and Social Sciences/Education,  [MATH.MATH-HO]Mathematics [math]/History and Overview [math.HO] 
@article{hal-01289615,
     author = {Cirino De Jesus, Cristina and De C. T. Cyrino, Cristina M\'arcia and Oliveira, H\'elia},
     title = {Tasks analysis as a mean to reflect and (re)think the pedagogical practice of teachers who teach mathematics},
     journal = {HAL},
     volume = {2015},
     number = {0},
     year = {2015},
     language = {en},
     url = {http://dml.mathdoc.fr/item/hal-01289615}
}

Cirino De Jesus, Cristina; De C. T. Cyrino, Cristina Márcia; Oliveira, Hélia. Tasks analysis as a mean to reflect and (re)think the pedagogical practice of teachers who teach mathematics. HAL, Tome 2015 (2015) no. 0, . http://gdmltest.u-ga.fr/item/hal-01289615/