Abstract
In this paper, we describe and discuss a recent attempt to implement inquiry-based mathematics teaching in Danish compulsory school. After a description of the project and an example of the teaching sequences involved, we will introduce a framework for understanding implementation issues in mathematics education, and use this framework to discuss the problems and potential that our project might encounter when it is considered part of a larger implementation of inquiry-based teaching in Danish mathematics education. We found at least three critical factors for implementation: stakeholders, teacher resources, and the balance between well prepared and more open teaching materials.
Original language | English |
---|---|
Title of host publication | Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education |
Editors | Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis |
Publisher | Freudenthal Group & Freudenthal Institute, Utrecht University, Netherlands and ERME |
Publication date | 2019 |
Pages | 4421-4428 |
ISBN (Print) | 978-90-73346-75-8 |
Publication status | Published - 2019 |
Event | Eleventh Congress of the European Society for Research in Mathematics Education - Utrecht, Netherlands Duration: 5. Feb 2019 → 10. Feb 2019 |
Conference
Conference | Eleventh Congress of the European Society for Research in Mathematics Education |
---|---|
Country/Territory | Netherlands |
City | Utrecht |
Period | 05/02/2019 → 10/02/2019 |