An Analysis of Inquiry-Based Learning Practices in Five Chinese Lower-Secondary Mathematics Teachers’ Lessons

• In Event: AERA Roundtable Session Sunday 1:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Teacher Beliefs and Practices in Mathematics (Table 11)

Abstract

Inquiry-based learning (IBL) is advocated but not yet incorporated into teaching practices. This study analyzed twenty-four lessons of five Chinese lower-secondary mathematics teachers, of which five lessons were required to be with elements of IBL based on their interpretations. The analyses focused on structures of the lessons and on opportunities for IBL in the two types of lessons. Findings show that the teachers took more time to introduce new content but not adjust much for specific IBL practices in the IBL lessons. Generally, the IBL opportunities in the selected usual lessons were kept or extended a little in the required IBL lessons. A higher level of IBL was relatively involved for students to organize mathematically and inquire into solution procedures.

Authors

• Michiel Doorman, Utrecht University

• Luhuan Huang, Nanjing Normal University/Utrecht University

• Wouter R. van Joolingen, Utrecht University