Conceptualizing inquiry-based education in mathematics.

Autor/inn/en	Artigue, Michèle; Blomhøj, Morten
Titel	Conceptualizing inquiry-based education in mathematics.
Quelle	In: ZDM : mathematics education, 45 (2013) 6, S. 797-810 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-013-0506-6
Schlagwörter	Entdeckendes Lernen; Mathematikunterricht
Abstract	The terms inquiry-based learning and inquiry-based education 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 J. Dewey (e.g. [Democracy and education. New York, NY: Macmillan (1916); Logic. The theory of inquiry. New York, NY: Holt (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.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2014/3