Abstract
This paper describes an attempt to design,
analyse and refine professional development (PD) resour-
ces that encourage the implementation of inquiry-based
learning (IBL). We describe the iterative development of
the resources in England with over 100 mathematics
teachers from secondary, tertiary and adult education and
then analyse the impact these resources had on teachers’
beliefs and practices and the issues arising. This evaluation
revealed that teachers had moved away from transmission-
based orientations, encouraged by the use of less structured
tasks and sample lesson plans, but some found it difficult to
adopt IBL pedagogies. The most significant issues for
teachers may be summarised as: confusing IBL with ‘dis-
covery’ learning; developing and managing collaborative
cultures within the classroom; and planning lessons that
adapt to the emerging needs of learners
Original language | English |
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Pages (from-to) | 945-957 |
Number of pages | 13 |
Journal | ZDM: The International Journal on Mathematics Education |
Volume | 45 |
Issue number | 7 |
DOIs | |
Publication status | Published - 2013 |