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The Development of Inquiry-Based Mathematics Teaching and Learning

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Mathematicians' Reflections on Teaching

Part of the book series: Advances in Mathematics Education ((AME))

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Abstract

This chapter focuses on a long-term development of insights into the teaching and learning of mathematics from personal, professional and research perspectives. Its objectives are to communicate from situations and events that led to these insights and to share theoretical perspectives related to developments in mathematics teaching and learning at different times. The idea of inquiry as a way of being permeates the developmental process, with relationships between participants (students, teachers and researchers) within communities of inquiry and associated critical alignment emerging as central constructs. The chapter uses vignettes from professional and research practice to provide examples that can illuminate development.

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Notes

  1. 1.

    Enquiry is an alternative spelling of inquiry; inquiry is the more generally used spelling in educational literature.

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Authors and Affiliations

  1. Loughborough University, Loughborough, UK

    Barbara Jaworski

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  1. Barbara Jaworski
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Correspondence to Barbara Jaworski .

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Editors and Affiliations

  1. David and Judi Proctor Department of Mathematics, University of Oklahoma, Norman, OK, USA

    Sepideh Stewart

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Jaworski, B. (2023). The Development of Inquiry-Based Mathematics Teaching and Learning. In: Stewart, S. (eds) Mathematicians' Reflections on Teaching. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-031-34295-0_9

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  • DOI: https://doi.org/10.1007/978-3-031-34295-0_9

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-34294-3

  • Online ISBN: 978-3-031-34295-0

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