Inquiry in mathematics: studying a professional development measure for university lecturers

verfasst von: Inés M. Gómez-Chacón, Reinhard Hochmuth, Jana Peters
Abstract: This paper reflects on the Inquiry-Based Mathematics Education approach and the professional development of university mathematics lecturers. The main focus is on task re-design as a key aspect of subject matter focussed lecturer training. The professionalisation activity we have established is rooted in a framework developed by the European project Partnership for the Learning And Teaching IN University Mathematics (PLATINUM). The focus of this paper is a didactic instrument developed within this project and implemented in the training activity. We focus on challenges, leeways and scope for actions that arise in the design and implementation of mathematical tasks for an inquiry-based teaching. For the empirical analyses, we use data from a professional activity carried out at the Complutense University of Madrid in Spain, jointly by a team from Madrid and Hannover.
Organisationseinheit(en): Abteilung Mathematikdidaktik
Institut für Didaktik der Mathematik und Physik
Typ: Artikel
Journal: International Journal of Mathematical Education in Science and Technology
ISSN: 0020-739X
Publikationsdatum: 2024
Publikationsstatus: Elektronisch veröffentlicht (E-Pub)
Peer-reviewed: Ja
ASJC Scopus Sachgebiete: Ausbildung bzw. Denomination, Angewandte Mathematik, Mathematik (sonstige)
Elektronische Version(en): https://doi.org/10.1080/0020739x.2024.2308034 (Zugang: Geschlossen)

BibTeX

@article{d8e95abe58244eb48ae378cac6f0c919,
title = "Inquiry in mathematics: studying a professional development measure for university lecturers",
abstract = "This paper reflects on the Inquiry-Based Mathematics Education approach and the professional development of university mathematics lecturers. The main focus is on task re-design as a key aspect of subject matter focussed lecturer training. The professionalisation activity we have established is rooted in a framework developed by the European project Partnership for the Learning And Teaching IN University Mathematics (PLATINUM). The focus of this paper is a didactic instrument developed within this project and implemented in the training activity. We focus on challenges, leeways and scope for actions that arise in the design and implementation of mathematical tasks for an inquiry-based teaching. For the empirical analyses, we use data from a professional activity carried out at the Complutense University of Madrid in Spain, jointly by a team from Madrid and Hannover.",
keywords = "Inquiry approach, implementation research, professional development, university education",
author = "G{\'o}mez-Chac{\'o}n, {In{\'e}s M.} and Reinhard Hochmuth and Jana Peters",
year = "2024",
doi = "10.1080/0020739x.2024.2308034",
language = "English",
journal = "International Journal of Mathematical Education in Science and Technology",
issn = "0020-739X",
publisher = "Taylor and Francis Ltd.",
}