Cultivating inquiry about space in a middle school mathematics classroom.

Autor/inn/en	Lehrer, Richard; Kobiela, Marta; Weinberg, Paul J.
Titel	Cultivating inquiry about space in a middle school mathematics classroom.
Quelle	In: ZDM : mathematics education, 45 (2013) 3, S. 365-376 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-012-0479-x
Schlagwörter	Einstellung (Psy); Gewohnheit; Interesse; Mathematik; Praxis; Raum
Abstract	During 46 lessons in Euclidean geometry, sixth-grade students (ages 11, 12) were initiated in the mathematical practice of inquiry. Teachers supported inquiry by soliciting student questions and orienting students to related mathematical habits-of-mind such as generalizing, developing relations, and seeking invariants in light of change, to sustain investigations of their questions. When earlier and later phases of instruction were compared, student questions reflected an increasing disposition to seek generalization and to explore mathematical relations, forms of thinking valued by the discipline. Less prevalent were questions directed toward search for invariants in light of change. But when they were posed, questions about change tended to be oriented toward generalizing and establishing relations among mathematical objects and properties. As instruction proceeded, students developed an aesthetic that emphasized the value of questions oriented toward the collective pursuit of knowledge. Post-instructional interviews revealed that students experienced the forms of inquiry and investigation cultivated in the classroom as self-expressive.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2014/1