Implementation of IBL in Europe from an Australasian perspective.

Autor/in	Stillman, Gloria Ann
Titel	Implementation of IBL in Europe from an Australasian perspective.
Quelle	In: ZDM : mathematics education, 45 (2013) 6, S. 911-918 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-013-0545-z
Schlagwörter	Entdeckendes Lernen; Argumentation; Diskurs; Diskussion; Grundlagen
Abstract	In this paper the situation in Australasia with respect to research, curricula and practice in inquiry-based learning in mathematics education is examined. As an organising frame the work of researchers in the Mathematics Education Research Group of Australasia (MERGA) was examined for points of intersection with several of the papers that have arisen from the international PRIMAS project, one of several projects funded by the European Union which follow the recommendations of the Rocard Report [M. Rocard et al., Science education now: a renewed pedagogy for the future of Europe (EU 22845). Brussels: European Commission, Directorate-General for Research (2007)]. Although MERGA services researchers in countries such as Singapore in addition to Australia and New Zealand, a survey of outputs of members showed that the latter two countries had more of a tradition of inquiry-based learning practices and research in mathematics education than did Asian countries under the MERGA umbrella such as Singapore. For this reason the focus here is on mathematics education in the schools in these two countries and the classroom research in them that extends or complements the research or issues raised in other papers in this issue of ZDM.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2014/3