Ana Barbosa, Isabel Vale Abstract This paper presents a study about the potential of the construction of math trails as a non-formal context in the teaching and learning of mathematics. This research is of qualitative nature and was developed with… Read More ›
Mathematics Education
The Importance of Seeing in Mathematics Communication
Isabel Vale, Ana Barbosa Abstract This paper discusses the difficulties, reactions and conceptions of future teachers in relation to tasks that privilege different forms of communication in visual contexts. The tasks proposed focus on seeing the information directly or listening… Read More ›
A Didactic Proposal to Develop Critical Thinking in Mathematics: The Case of Tomás
Lina Fonseca, Sónia Arezes Abstract Critical thinking is an essential skill that schools should develop in every student at every level. As it is a complex and difficult task to accomplish, it should be introduced early on in a child’s… Read More ›
Challenging preservice teachers to produce varied mathematical problem solving strategies
Ana Maria Boavida, Catarina Delgado, Fátima Mendes, Joana Brocardo Abstract This paper presents preliminary results of a research project that aims to investigate preservice teachers’ capacity to produce and analyse solution strategies to solve mathematical problems. From a methodological point… Read More ›
Mathematical reasoning and proof schemes in the early years
Lina Fonseca Abstract Mathematics and reasoning are strongly related. Every child must have the opportunity to reason mathematically, to deepen its mathematical comprehension. To do so children need a daily mathematics diet linked to mathematical reasoning. To understand what kind… Read More ›
Mathematical problems: the advantages of visual strategies
Isabel Vale, Ana Barbosa Abstract The rapid evolution of today’s world requires that all students have access to an education that values creativity, critical thinking and problem solving. It means motivating students to use multiple strategies when solving a… Read More ›
Young children working with geometric figures
Filipa Balinha, Ema Mamede Abstract This paper focuses on 20 young children spatial sense (3-4-years-old) from a public kindergarten, in Braga, Portugal. Three questions were addressed: 1) How do children understand some geometric figures? 2) How is children’s spatial sense… Read More ›
Young children representing data
Joana Ribeiro, Ema Mamede Abstract The study aimed to understand young children’s ideas (4-6-year-olds, N=24) when collecting, organizing and representing data. It focuses on: 1) How do children understand data collection and organization? 2) What sort of difficulties do children… Read More ›
