The Method of Varying Inquiry for Stimulating Learning

Autor/inn/en	Swidan, Osama; Cusi, Annalisa; Robutti, Ornella; Arzarello, Ferdinando
Titel	The Method of Varying Inquiry for Stimulating Learning
Quelle	In: For the Learning of Mathematics, 43 (2023) 1, S.14-18 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0228-0671
Schlagwörter	Teaching Methods; Mathematics Instruction; Inquiry; Active Learning; Models; Instructional Design; Classroom Communication; Learning Theories; Grade 8; Problem Solving; Learning Processes; Persuasive Discourse + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Aktives Lernen; Analogiemodell; Lesson concept; Lessonplan; Unterrichtsentwurf; Klassengespräch; Learning theory; Lerntheorie; School year 08; 8. Schuljahr; Schuljahr 08; Problemlösen; Learning process; Lernprozess; Persuasion; Persuasive Kommunikation
Abstract	This paper introduces a model built upon the Method of Varying Inquiry, offering a didactical approach to problem posing and solving activities that stimulates inquiry-based learning in mathematics classrooms. The model combines the inquiry-based framework with the variation theory and with specific didactical and theoretical elements (the mathematics laboratory approach and the construct of virtuous cycle) to support both the design of effective environments for students' inquiry processes and the theoretical justification of this design. By means of an example, we show how the model can provide teachers with specific criteria that could guide them both in designing tasks specifically aimed at engaging students in ongoing inquiry-based learning processes, and in planning effective ways of managing students' interactions during these processes. (As Provided).
Anmerkungen	FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: https://flm-journal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01