Journal article
Learning Mathematics in a Classroom Community of Inquiry
Journal for Research in Mathematics Education, Vol.35(4), pp.258-291
2004
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
- Authors
- Merrilyn Goos (Author) - University of Queensland
- Publication details
- Journal for Research in Mathematics Education, Vol.35(4), pp.258-291
- Publisher
- National Council of Teachers of Mathematics
- DOI
- 10.2307/30034810
- ISSN
- 1945-2306
- Organisation Unit
- University of the Sunshine Coast, Queensland; School of Education and Tertiary Access
- Language
- English
- Record Identifier
- 99554404202621
- Output Type
- Journal article
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