Projekter pr. år
Abstract
The terms inquirybased learning (IBL) and inquirybased 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 inquirybased mathematics education (IBME) it is important to analyse how this concept resonates with already wellestablished theoretical frameworks in mathematics education. Six such frameworks are analysed from the perspective of inquiry: the problemsolving 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.
Originalsprog  Engelsk 

Tidsskrift  Z D M 
Vol/bind  45 
Udgave nummer  6 
Sider (fratil)  797810 
Antal sider  20 
ISSN  18639690 
DOI  
Status  Udgivet  2013 
Emneord
 Undersøgende matematikundervisning
Projekter
 1 Afsluttet

PRIMAS: EUs 7. rammeprogram: PRIMAS Inquiry baseret matematik og naturfagsundervisning
Kjeldsen, T. H., Blomhøj, M., Niss, M. & Aguilar, M. S.
01/01/2010 → 31/12/2013
Projekter: Projekt › Forskning