Inquiry Teaching in Mathematics: Accelerating the process of change

以探究为基础的数学学习使学生沉浸在解决真实的、复杂的问题中。作为一个国家，澳大利亚花了太多时间在重复的、孤立的程序问题上，这抑制了创造力和高阶思维，导致学生学习数学的兴趣急剧下降。研究表明，教师需要长期的支持，才能熟练地让学生参与对现实问题的探究。本研究扩展了对教师在数学教学中采用探究性方法的成功纵向研究，并致力于研究如何加快教师在探究性数学教学中培养信心和专业知识的过程。

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.