Designing inquiry-based teaching at scale: Central factors for implementation
Résumé
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.
Origine : Fichiers produits par l'(les) auteur(s)
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