Inquiry Teaching in Mathematics: Accelerating the process of change

数学探究式学习使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时间，这些问题抑制了创造力和更高层次的思维，并导致学生学习数学的兴趣急剧下降。研究表明，教师需要随着时间的推移获得支持，才能熟练地让学生参与探究现实生活中的问题。本研究是对教师在数学探究教学中采用探究式教学的成功的纵向研究，旨在研究如何加快教师在数学探究式教学中发展自信心和专业知识的进程。

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.