Designing inquiry-based teaching at scale: Central factors for implementation

Dorte Moeskær Larsen, Mette Dreier Hjelmborg, Bent Kofod Lindhardt, Jonas Dreyøe, Claus Michelsen, Morten Misfeldt

Research output: Chapter in Book/Report/Conference proceedingArticle in proceedingsResearchpeer-review

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 languageEnglish
Title of host publicationProceedings of the Eleventh Congress of the European Society for Research in Mathematics Education
EditorsUffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis
PublisherFreudenthal Group & Freudenthal Institute, Utrecht University, Netherlands and ERME
Publication date2019
Pages4421-4428
ISBN (Print)978-90-73346-75-8
Publication statusPublished - 2019
EventEleventh Congress of the European Society for Research in Mathematics Education - Utrecht, Netherlands
Duration: 5. Feb 201910. Feb 2019

Conference

ConferenceEleventh Congress of the European Society for Research in Mathematics Education
Country/TerritoryNetherlands
CityUtrecht
Period05/02/201910/02/2019

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