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Inquiry-Based Learning in Mathematics

  • Ingolf SchäferEmail author
Chapter

Abstract

As Huber (2009) states, inquiry-based learning as a higher education didactic method is subject to strong criticism from many quarters. The issue of the unity of research and teaching, which serves as a central pillar for the educational-theoretical justification of inquiry-based learning, is called into question both in principle and pragmatically. This article will present inquiry-based learning in mathematics as an idealized process on the one hand, and in a real implementation on the other. This will be done against the backdrop of cultural-historical activity theory according to Roth and Radford (2011), which more precisely defines the theory for mathematics learning based on Leontiev (1978).

References

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© The Author(s) 2019

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Authors and Affiliations

  1. 1.Universität Bremen, Fachbereich Mathematik/InformatikBremenGermany

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