Inquiry Teaching in Mathematics: Accelerating the process of change

数学探究式教学：加速变革进程

• 批准号: LP0990184
• 负责人: Prof Katie Makar
• 金额: $ 14.72万
• 依托单位: The University of Queensland
• 依托单位国家: 澳大利亚
• 项目类别: Linkage Projects
• 财政年份: 2009
• 资助国家: 澳大利亚
• 起止时间: 2009-12-24 至 2014-03-31
• 项目状态: 已结题
• 来源: https://dataportal.arc.gov.au/RGS/Web/Grants/LP0990184
• 关键词: Inquiry; Teaching; Mathematics; Accelerating; process

Inquiry-based learning in mathematics immerses students in solving authentic, complex problems. As a nation, Australia spends too much time on repetitive, isolated procedural problems which inhibit creativity and higher-order thinking and contribute to the sharp decline in student interest in studying mathematics. Research has shown that teachers require support over time to become proficient in engaging students in inquiry of real-life problems. This study expands successful longitudinal research on teachers' adoption of inquiry methods in mathematics and works to study ways to accelerate the process of developing teachers' confidence and expertise in teaching mathematics with inquiry.

基于探究的数学学习让学生沉浸在解决真实、复杂的问题中。作为一个国家，澳大利亚在重复的、孤立的程序问题上花费了太多的时间，这些问题抑制了创造力和高阶思维，并导致学生学习数学的兴趣急剧下降。研究表明，随着时间的推移，教师需要支持才能熟练地让学生探究现实生活中的问题。本研究扩展了关于教师在数学中采用探究方法的成功纵向研究，并致力于研究加速培养教师在数学探究教学中的信心和专业知识的过程。