Abstract
Teaching STEM is often described as closely related to inquiry-based teaching. This paper describes two STEM projects that tested two approaches to inquiry-based teaching in two 7th-grade classes. One project focused on the 5E model and the other project focused on study and research paths, an inquiry approach developed in the paradigm of questioning the world. In the analysis, classroom observations were transformed into question-and-answer diagrams and combined with a praxeological analysis, which formed the basis for the interpretations. The results showed that students alternate between making inquiry and studying mathematics in two very different ways. However, both projects had challenges in respectively creating coherence between the mathematical studies and inquiry and in making the students perform an in-depth mathematical study.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) |
| Editors | Paul Drijvers, Csaba Csapodi, Hanna Palmér, Katalin Gosztonyi, Eszter Kónya |
| Number of pages | 8 |
| Publisher | Alfréd Rényi Institute of Mathematics |
| Publication date | 2023 |
| Pages | 4669-4676 |
| ISBN (Print) | 978-963-7031-04-5 |
| Publication status | Published - 2023 |
| Event | 13th Congress of the European Society for Research in Mathematics Education - Eötvös Loránd University of Sciences Alfréd Rényi Institute of Mathematics Budapest, Hungary, Budapest, Hungary Duration: 10. Jul 2023 → 14. Jul 2023 Conference number: 13 https://cerme13.renyi.hu/ |
Conference
| Conference | 13th Congress of the European Society for Research in Mathematics Education |
|---|---|
| Number | 13 |
| Location | Eötvös Loránd University of Sciences Alfréd Rényi Institute of Mathematics Budapest, Hungary |
| Country/Territory | Hungary |
| City | Budapest |
| Period | 10/07/2023 → 14/07/2023 |
| Internet address |