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Communication Dans Un Congrès Année : 2023

Inquiry to me: Four mathematics teachers’ conceptualizations of inquiry preceding a professional development course

Marte Bråtalien
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Résumé

Despite the centrality of inquiry in educational research, teachers might not have a clear idea of what inquiry entails. In this study, four teachers, ready to enter a professional development course, were asked about their conceptualizations of inquiry in teaching and learning mathematics. The teachers emphasized multiple aspects that are also emphasized in research and in the new Norwegian mathematics curriculum, such as open structures with few prescriptions and students exploring mathematical connections. However, other key aspects were only vaguely conceptualized, e.g., collaborative and argumentative features and the teachers’ role in inquiry in mathematics. Based on the findings, I propose that mathematics professional development courses should portray inquiry as a daily approach, balance inquiry examples and experiences, and promote teacher (inter)actions to support the inquiry teacher.
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Dates et versions

hal-04421201 , version 1 (27-01-2024)

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  • HAL Id : hal-04421201 , version 1

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Marte Bråtalien. Inquiry to me: Four mathematics teachers’ conceptualizations of inquiry preceding a professional development course. Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), Alfréd Rényi Institute of Mathematics; Eötvös Loránd University of Budapest, Jul 2023, Budapest, Hungary. ⟨hal-04421201⟩

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