Conceptualising inquiry based education in mathematics

Morten Blomhøj, Michéle Artigue

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

Resumé

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.
OriginalsprogEngelsk
TidsskriftZ D M
Vol/bind45
Udgave nummer6
Sider (fra-til)797-810
Antal sider20
ISSN1863-9690
DOI
StatusUdgivet - 2013

Emneord

  • Undersøgende matematikundervisning

Citer dette

Blomhøj, Morten ; Artigue, Michéle. / Conceptualising inquiry based education in mathematics. I: Z D M. 2013 ; Bind 45, Nr. 6. s. 797-810.
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Conceptualising inquiry based education in mathematics. / Blomhøj, Morten; Artigue, Michéle.

I: Z D M, Bind 45, Nr. 6, 2013, s. 797-810.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

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