Book chapter
Learning mathematics in a classroom community of inquiry: Examples from a secondary mathematics classroom
More Lessons Learned from Research, Volume 1, pp.293-299
The National Council of Teachers of Mathematics
2015
Abstract
This article considers the question of what specific actions a teacher might take to create a culture of inquiry in a secondary school mathematics classroom. Sociocultural theories of learning provide the framework for examining teaching and learning practices in a single classroom over a two-year period. The notion of the zone of proximal development (ZPD) is invoked as a fundamental framework for explaining learning as increasing participation in a community of practice characterized by mathematical inquiry. The analysis draws on classroom observation and interviews with students and the teacher to show how the teacher established norms and practices that emphasized mathematical sense-making and justification of ideas and arguments and to illustrate the learning practices that students developed in response to these expectations.
Details
- Title
- Learning mathematics in a classroom community of inquiry: Examples from a secondary mathematics classroom
- Authors
- Merrilyn Goos (Author) - University of Queensland
- Contributors
- Edward A Silver (Editor)Patricia Ann Kenney (Editor)
- Publication details
- More Lessons Learned from Research, Volume 1, pp.293-299
- Publisher
- The National Council of Teachers of Mathematics
- Organisation Unit
- School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99569205802621
- Output Type
- Book chapter
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