Beschreibung
Focusing on the environment of learning of a PD course and on teachers classroom work, the aim of this study was to find links between what teachers learned about Mathematical Thinking Activities (Wiskundige Denkactiviteiten - WDA) with their work in classroom. Therefore, the study attempted to identify similarities, changes or empowerment on teachers pedagogical content knowledge (knowledge about how to teach a subject) and teachers professional competence (persons ability to transfer knowledge into action) (Maass, K.; Doorman, M.; pg. 890; 2013). In order to carry on the research, the study was developed in Netherlands under the two research questions: In terms of changes in teachers' practices when working with a WDA activity, how are the empowerments of teaching approaches? Which changes emerge on these approaches? To what extent does a WDA course contribute to the empowerment of teachers competence in working with inquiry learning? On this study, WDA specification is related with an Inquiry - Based way of teaching and learning. Thus, it was expected that teachers could recognize and/or develop WDA tasks with characteristics of Inquiry Based Learning (IBL) Theory.
Autorenportrait
M.S.da Silva has Bachelor of Arts in Mathematics and Bachelor of Arts in Physics. With a Master Degree in Mathematics Education and PhD in Education in the fild of Didatics of Mathematics, Da Silva's research is focused on subjects that involve Student's development skills, Teacher's Professional Education, Curriculum and Mathematics' Tasks Design.
