Abstract
This study aims to understand the nature of the reflections that stand out in the Video Analysis of a Statistics Lesson (AVAE) joint enterprise, about inquiry-based teaching, within a Community of Practice of mathematics teachers. The analyzed lesson was held in a ninth grade class of elementary school, in Brazil, addressing the central tendency measures. Based on a qualitative and interpretative analysis of the audiotaped transcriptions of teachers’ interactions in the AVAE course, the results highlight descriptive, grounded, and critical reflections, with different levels of occurrence, within a hierarchical and interrelated relation, about characteristics, actions, and interactions associated with an inquiry-based teaching in statistics. We conclude that the joint enterprise that focused on video-based lesson analyses along with the teacher educator’s intentional and planned actions favored teachers to understand, contextualize and justify complex teaching practice, and at the same time it promoted the recognition by the teachers of their practice as a reflexive reference and, thus, creating conditions for possible future changes.
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