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Co-Constructing Mathematical Knowledge Between Teacher and Students: How to Implement Inquiry-Based Learning in K–12 Classrooms?
Fri, April 22, 2:30 to 4:00pm PDT (2:30 to 4:00pm PDT), Division Virtual Rooms, Division C - Section 1c: Mathematics Virtual Paper Session RoomAbstract
This paper aims to bring theoretical and practical clarifications on ways teachers can implement inquiry-based learning (IBL) in mathematics classrooms. Although IBL is recommended in mathematics curricula, definitions and foundations of this approach are borrowed from science. This ignores epistemological aspects of mathematics that differ from science. Moreover, the vocabulary used on how to implement IBL in education is contradicting, leaving teachers confused. Using Marshall et al.’s (2009) four-phase model, I analyzed 19 video-recorded lessons from eight grades 7 and 8 francophone and anglophone teachers in two Canadian provinces. Results highlight eight ways of implementing IBL based on who proposes interrogation (structured, guided, and semi-opened), and the context in which the task is presented (mathematical, story problems and real life).