Please use this identifier to cite or link to this item:
https://www.um.edu.mt/library/oar/handle/123456789/112464
Title: | Teachers’ structuring of mathematical inquiry lessons : shifting from ‘task-first’ to ‘scaffolded inquiry’ |
Authors: | Calleja, James Foster, Colin Hodgen, Jeremy |
Keywords: | Mathematics -- Study and teaching Active learning Reflective teaching |
Issue Date: | 2023 |
Publisher: | British Society for Research into Learning Mathematics |
Citation: | Calleja, J., Foster, C., & Hodgen, J. (2023). Teachers’ structuring of mathematical inquiry lessons: shifting from “task-first” to “scaffolded inquiry”. Research in Mathematics Education, 1-34. |
Abstract: | A three-phase “task-first” lesson structure is frequently suggested when teaching mathematics through inquiry. We investigate how secondary school teachers of mathematics structure their inquiry lessons and examine how and why they deviate from a “task-first” structure. We present detailed lesson observation data from three teachers participating in a year-long professional development programme focused on inquiry teaching. We track the developing structure of these teachers’ inquiry lessons through minute-by-minute lesson analysis, describe how their lesson structures altered over time and explore why. Our data show that contextual constraints may explain why teachers departed from the “task-first” lesson structure. In their inquiry teaching, two of the teachers adopted more scaffolded approaches, including the use of a sequence of smaller sub-tasks and teacher interventions. We argue that these modifications to a “task-first” lesson structure are legitimate ways to support student learning through inquiry; indeed, that they may offer some advantages for inquiry teaching. |
URI: | https://www.um.edu.mt/library/oar/handle/123456789/112464 |
Appears in Collections: | Scholarly Works - FacEduLLI |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
Teachers_structuring_of_mathematical_inquiry_lessons.pdf Restricted Access | 3.98 MB | Adobe PDF | View/Open Request a copy |
Items in OAR@UM are protected by copyright, with all rights reserved, unless otherwise indicated.