Formulating mathematical conjectures in learning activities, assisted with technology
نویسندگان
چکیده
What types of activities should professional development programs include to revise and extend high school teachers’ mathematical and pedagogical knowledge? We propose a route to engage high school teachers in an inquiry approach to reflect on their current practice and to construct hypothetical learning trajectories that can eventually guide or orient the development of their lessons. In this report, we focus on the activities that were worked within a professional community that include the participation of mathematicians, mathematics educators and doctoral students.
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