Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2763
Title: Fostering Mathematical Inquiry: Focus on Teacher's Interventions
Authors: Martinez, Mara
Li, Wenjuan
Issue Date: Jun-2010
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Martinez, M. & Li, W. (2010). Fostering Mathematical Inquiry: Focus on Teacher's Interventions. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers (pp. 849-856). Chicago IL: International Society of the Learning Sciences.
Abstract: Previous research has emphasized the need to better understand and articulate the demands in the work of teaching mathematics entailed by an inquiry-based approach. It is in this context that, first, we describe an inquiry task intended to provide high school students the opportunity to construct algebraic proofs. Second, as students work on the problem, we map students' inquiry process. More, we identify elements common to students' inquiry process and current views of how mathematics knowledge is constructed. Last, we illustrate the teacher's interventions intended to sustain students' inquiry. Among these, we identified: (1) helping students re-focus their inquiry, (2) helping students select mathematical tools, (3) accepting students' provisory ideas, (4) recognizing the potential in students' ideas and promoting the student to showcase the idea, and (5) reviewing a property using an additional example to preserve the original challenge for students.
URI: https://doi.dx.org/10.22318/icls2010.1.849
https://repository.isls.org//handle/1/2763
Appears in Collections:ICLS 2010

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