Enacting inquiry pedagogy in the mathematics classrooms incorporates skills often at odds with traditional instruction: tolerance for ambiguity, ability to manage uncertainty, negotiation and debate of ideas, greater student independence, control and collaboration. These are all critical skills for citizenship, and align the intended mathematics curriculum that aims to prepare students for futures of rapid change and uncertainty. This paper reports empirical research comprising video data of classroom observations and interview data of teachers’ reflections on inquiry pedagogies and the curriculum. Results highlight both the challenges of enacting inquiry pedagogy but increasing teacher realisation of its capacity for implementing the curriculum as intended.
12th International Congress on Mathematical Education, Seoul, Korea 8-15 July 2012