### Resumé

Originalsprog | Engelsk |
---|---|

Tidsskrift | Z D M |

Vol/bind | 45 |

Udgave nummer | 6 |

Sider (fra-til) | 797-810 |

Antal sider | 20 |

ISSN | 1863-9690 |

DOI | |

Status | Udgivet - 2013 |

### Emneord

- Undersøgende matematikundervisning

### Citer dette

*Z D M*,

*45*(6), 797-810. https://doi.org/10.1007/s11858-013-0506-6

}

*Z D M*, bind 45, nr. 6, s. 797-810. https://doi.org/10.1007/s11858-013-0506-6

**Conceptualising inquiry based education in mathematics.** / Blomhøj, Morten; Artigue, Michéle.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › peer review

TY - JOUR

T1 - Conceptualising inquiry based education in mathematics

AU - Blomhøj, Morten

AU - Artigue, Michéle

PY - 2013

Y1 - 2013

N2 - The terms inquiry-based learning (IBL) and inquiry-based education (IBE) have appeared with increasing frequency in educational policy and curriculum documents related to mathematics and science education over the past decade, indicating a major educational trend. We go back to the origin of inquiry as a pedagogical concept in the work of Dewey (e.g. 1916, 1938) to analyse and discuss its migration to science and mathematics education. For conceptualizing inquiry-based mathematics education (IBME) it is important to analyse how this concept resonates with already well-established theoretical frameworks in mathematics education. Six such frameworks are analysed from the perspective of inquiry: the problem-solving tradition, the Theory of Didactical Situations, the Realistic Mathematics Education programme, the mathematical modelling perspective, the Anthropological Theory of Didactics, and the dialogical and critical approach to mathematics education. In an appendix these frameworks are illustrated with paradigmatic examples of teaching activities with inquiry elements. The paper is rounded off with a list of ten concerns for the development and implementation of IBME.

AB - The terms inquiry-based learning (IBL) and inquiry-based education (IBE) have appeared with increasing frequency in educational policy and curriculum documents related to mathematics and science education over the past decade, indicating a major educational trend. We go back to the origin of inquiry as a pedagogical concept in the work of Dewey (e.g. 1916, 1938) to analyse and discuss its migration to science and mathematics education. For conceptualizing inquiry-based mathematics education (IBME) it is important to analyse how this concept resonates with already well-established theoretical frameworks in mathematics education. Six such frameworks are analysed from the perspective of inquiry: the problem-solving tradition, the Theory of Didactical Situations, the Realistic Mathematics Education programme, the mathematical modelling perspective, the Anthropological Theory of Didactics, and the dialogical and critical approach to mathematics education. In an appendix these frameworks are illustrated with paradigmatic examples of teaching activities with inquiry elements. The paper is rounded off with a list of ten concerns for the development and implementation of IBME.

KW - Undersøgende matematikundervisning

U2 - 10.1007/s11858-013-0506-6

DO - 10.1007/s11858-013-0506-6

M3 - Journal article

VL - 45

SP - 797

EP - 810

JO - Z D M

JF - Z D M

SN - 1863-9690

IS - 6

ER -