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

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

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Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-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 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

Cite this

Larsen, D. M., Hjelmborg, M. D., Lindhardt, B. K., Dreyøe, J., Michelsen, C., & Misfeldt, M. (2019). Designing inquiry-based teaching at scale: Central factors for implementation. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 4421-4428). Freudenthal Group & Freudenthal Institute, Utrecht University, Netherlands and ERME .

Larsen, Dorte Moeskær ; Hjelmborg, Mette Dreier ; Lindhardt, Bent Kofod et al. / Designing inquiry-based teaching at scale : Central factors for implementation. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. editor / Uffe Thomas Jankvist ; Marja van den Heuvel-Panhuizen ; Michiel Veldhuis. Freudenthal Group & Freudenthal Institute, Utrecht University, Netherlands and ERME , 2019. pp. 4421-4428

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title = "Designing inquiry-based teaching at scale: Central factors for implementation",

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.",

author = "Larsen, {Dorte Moesk{\ae}r} and Hjelmborg, {Mette Dreier} and Lindhardt, {Bent Kofod} and Jonas Drey{\o}e and Claus Michelsen and Morten Misfeldt",

year = "2019",

language = "English",

isbn = "978-90-73346-75-8",

pages = "4421--4428",

editor = "Jankvist, {Uffe Thomas} and { van den Heuvel-Panhuizen}, Marja and { Veldhuis}, Michiel",

booktitle = "Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education",

publisher = "Freudenthal Group & Freudenthal Institute, Utrecht University, Netherlands and ERME ",

note = "Eleventh Congress of the European Society for Research in Mathematics Education, CERME11 ; Conference date: 05-02-2019 Through 10-02-2019",

}

Larsen, DM, Hjelmborg, MD, Lindhardt, BK, Dreyøe, J, Michelsen, C & Misfeldt, M 2019, Designing inquiry-based teaching at scale: Central factors for implementation. in UT Jankvist, M van den Heuvel-Panhuizen & M Veldhuis (eds), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. Freudenthal Group & Freudenthal Institute, Utrecht University, Netherlands and ERME , pp. 4421-4428, Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht, Netherlands, 05/02/2019.

Designing inquiry-based teaching at scale : Central factors for implementation. / Larsen, Dorte Moeskær; Hjelmborg, Mette Dreier; Lindhardt, Bent Kofod et al.

Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. ed. / Uffe Thomas Jankvist; Marja van den Heuvel-Panhuizen; Michiel Veldhuis. Freudenthal Group & Freudenthal Institute, Utrecht University, Netherlands and ERME , 2019. p. 4421-4428.

Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review

TY - GEN

T1 - Designing inquiry-based teaching at scale

T2 - Eleventh Congress of the European Society for Research in Mathematics Education

AU - Larsen, Dorte Moeskær

AU - Hjelmborg, Mette Dreier

AU - Lindhardt, Bent Kofod

AU - Dreyøe, Jonas

AU - Michelsen, Claus

AU - Misfeldt, Morten

PY - 2019

Y1 - 2019

N2 - 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.

AB - 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.

M3 - Article in proceedings

SN - 978-90-73346-75-8

SP - 4421

EP - 4428

BT - Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education

A2 - Jankvist, Uffe Thomas

A2 - van den Heuvel-Panhuizen, Marja

A2 - Veldhuis, Michiel

PB - Freudenthal Group & Freudenthal Institute, Utrecht University, Netherlands and ERME

Y2 - 5 February 2019 through 10 February 2019

ER -

Larsen DM, Hjelmborg MD, Lindhardt BK, Dreyøe J, Michelsen C, Misfeldt M. Designing inquiry-based teaching at scale: Central factors for implementation. In Jankvist UT, van den Heuvel-Panhuizen M, Veldhuis M, editors, Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. Freudenthal Group & Freudenthal Institute, Utrecht University, Netherlands and ERME . 2019. p. 4421-4428

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

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