Investigating mathematics and learning to teach mathematics

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Investigations and explorations in the mathematics classroom (2007, unknown): “Other studies sought to understand how this perspective could be introduced in preservice mathematics teacher education (Brunheira, 2002; Fonseca, 2002; Perez, 2002; Ponte, 2001).”
Some implications of the results of a case study for the design of pre-constructed, dynamic geometry sketches and accompanying materials (2003, background): “Ponte (2000) notes that the French, British, and Portuguese curricula, as well as the NCTM Standards, expect students to engage in investigative activities traditionally associated with scientific work, in order to formulate and test conjectures.”
Theory and Practice in Mathematics Teaching Development: Critical Inquiry as a Mode of Learning in Teaching (2006, background): “For example, in the USA, researchers have devised teaching experiments to create and investigate inquiry classrooms (e.g., Davis et al., 1990); in the UK, investigative approaches to learning and teaching mathematics have been studied and characterised (Jaworski, 1994): in Portugal, Ponte (2001) has”