This paper describes a way to promote the teaching of mathematics, through a professional development context that involves STEM hands-on experiments applied resorting to the inquiry approach. With a qualitative methodology and an interpretative approach, we investigate how teachers developed mathematical tasks, from the sound topic, according to school syllabus. We also present some case studies, involving teachers who implemented this theme in an interdisciplinary way. It is concluded that it is possible to work mathematics based on STEM experiments, at primary schools, through a collaborative teachers’ professional development context, that supports the teachers when they implement their practices.
|Translated title of the contribution||Promote mathematics teaching throught a teachers’ professional development context with STEM|
|Number of pages||23|
|Publication status||Published - 1 Apr 2019|
- Professional Development