Designing inquiry-based teaching at scale: Central factors for implementation

Dorte Moeskær Larsen; Mette Dreier Hjelmborg; Bent Kofod Lindhart; Jonas Dreyøe; Claus Michelsen; Morten Misfeldt

Designing inquiry-based teaching at scale: Central factors for implementation

Dorte Moeskær Larsen, Mette Dreier Hjelmborg, Bent Kofod Lindhart, Jonas Dreyøe, Claus Michelsen, Morten Misfeldt

The Center for Applied Game Research

Publikation: Bidrag til bog/antologi/rapport/konference proceeding › Konferenceartikel i proceeding › Forskning › peer review

Abstract

In this paper, we describe and discuss a recent attempt to implement inquiry-based mathematics teaching in Danish compulsory school. After a description of the project and an example of the teaching sequences involved, we will introduce a framework for understanding implementation issues in mathematics education, and use this framework to discuss the problems and potential that our project might encounter when it is considered part of a larger implementation of inquiry-based teaching in Danish mathematics education. We found at least three critical factors for implementation: stakeholders, teacher resources, and the balance between well-prepared and more open teaching materials.

Originalsprog	Engelsk
Titel	Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education : (CERME11, February 6 – 10, 2019)
Redaktører	U.T. Jankvist, M. Van den Heuvel-Panhuizen, M. Veldhuis
Forlag	Freudenthal Group & Freudenthal Institute, Utrecht University and ERME
Publikationsdato	2019
Sider	4421-4428
ISBN (Elektronisk)	978-90-73346-75-8
Status	Udgivet - 2019
Begivenhed	11th Congress of European Research in Mathematics Education - Utrecht University , Utrecht, Holland Varighed: 6 feb. 2019 → 10 feb. 2019 Konferencens nummer: 11 https://cerme11.org

Konference

Konference	11th Congress of European Research in Mathematics Education
Nummer	11
Lokation	Utrecht University
Land/Område	Holland
By	Utrecht
Periode	06/02/2019 → 10/02/2019
Internetadresse	https://cerme11.org

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Larsen, D. M., Hjelmborg, M. D., Lindhart, B. K., Dreyøe, J., Michelsen, C., & Misfeldt, M. (2019). Designing inquiry-based teaching at scale: Central factors for implementation. I U. T. Jankvist, M. Van den Heuvel-Panhuizen, & M. Veldhuis (red.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education: (CERME11, February 6 – 10, 2019) (s. 4421-4428). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. https://www.mathematik.uni-dortmund.de/~erme/index.php?slab=proceedings

Larsen, Dorte Moeskær ; Hjelmborg, Mette Dreier ; Lindhart, Bent Kofod et al. / Designing inquiry-based teaching at scale : Central factors for implementation. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education: (CERME11, February 6 – 10, 2019). red. / U.T. Jankvist ; M. Van den Heuvel-Panhuizen ; M. Veldhuis. Freudenthal Group & Freudenthal Institute, Utrecht University and ERME, 2019. s. 4421-4428

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title = "Designing inquiry-based teaching at scale: Central factors for implementation",

abstract = "In this paper, we describe and discuss a recent attempt to implement inquiry-based mathematics teaching in Danish compulsory school. After a description of the project and an example of the teaching sequences involved, we will introduce a framework for understanding implementation issues in mathematics education, and use this framework to discuss the problems and potential that our project might encounter when it is considered part of a larger implementation of inquiry-based teaching in Danish mathematics education. We found at least three critical factors for implementation: stakeholders, teacher resources, and the balance between well-prepared and more open teaching materials. ",

keywords = "Implementation, inquiry-based mathematics, teacher development",

author = "Larsen, {Dorte Moesk{\ae}r} and Hjelmborg, {Mette Dreier} and Lindhart, {Bent Kofod} and Jonas Drey{\o}e and Claus Michelsen and Morten Misfeldt",

year = "2019",

language = "English",

pages = "4421--4428",

editor = "U.T. Jankvist and {Van den Heuvel-Panhuizen}, M. and M. Veldhuis",

booktitle = "Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education",

publisher = "Freudenthal Group & Freudenthal Institute, Utrecht University and ERME",

note = "11th Congress of European Research in Mathematics Education ; Conference date: 06-02-2019 Through 10-02-2019",

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Larsen, DM, Hjelmborg, MD, Lindhart, BK, Dreyøe, J, Michelsen, C & Misfeldt, M 2019, Designing inquiry-based teaching at scale: Central factors for implementation. i UT Jankvist, M Van den Heuvel-Panhuizen & M Veldhuis (red), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education: (CERME11, February 6 – 10, 2019). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME, s. 4421-4428, 11th Congress of European Research in Mathematics Education, Utrecht, Holland, 06/02/2019. <https://www.mathematik.uni-dortmund.de/~erme/index.php?slab=proceedings>

Designing inquiry-based teaching at scale: Central factors for implementation. / Larsen, Dorte Moeskær; Hjelmborg, Mette Dreier; Lindhart, Bent Kofod et al.
Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education: (CERME11, February 6 – 10, 2019). red. / U.T. Jankvist; M. Van den Heuvel-Panhuizen; M. Veldhuis. Freudenthal Group & Freudenthal Institute, Utrecht University and ERME, 2019. s. 4421-4428.

Publikation: Bidrag til bog/antologi/rapport/konference proceeding › Konferenceartikel i proceeding › Forskning › peer review

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T1 - Designing inquiry-based teaching at scale

T2 - 11th Congress of European Research in Mathematics Education

AU - Larsen, Dorte Moeskær

AU - Hjelmborg, Mette Dreier

AU - Lindhart, Bent Kofod

AU - Dreyøe, Jonas

AU - Michelsen, Claus

AU - Misfeldt, Morten

N1 - Conference code: 11

PY - 2019

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N2 - In this paper, we describe and discuss a recent attempt to implement inquiry-based mathematics teaching in Danish compulsory school. After a description of the project and an example of the teaching sequences involved, we will introduce a framework for understanding implementation issues in mathematics education, and use this framework to discuss the problems and potential that our project might encounter when it is considered part of a larger implementation of inquiry-based teaching in Danish mathematics education. We found at least three critical factors for implementation: stakeholders, teacher resources, and the balance between well-prepared and more open teaching materials.

AB - In this paper, we describe and discuss a recent attempt to implement inquiry-based mathematics teaching in Danish compulsory school. After a description of the project and an example of the teaching sequences involved, we will introduce a framework for understanding implementation issues in mathematics education, and use this framework to discuss the problems and potential that our project might encounter when it is considered part of a larger implementation of inquiry-based teaching in Danish mathematics education. We found at least three critical factors for implementation: stakeholders, teacher resources, and the balance between well-prepared and more open teaching materials.

KW - Implementation

KW - inquiry-based mathematics

KW - teacher development

M3 - Article in proceeding

SP - 4421

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BT - Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education

A2 - Jankvist, U.T.

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PB - Freudenthal Group & Freudenthal Institute, Utrecht University and ERME

Y2 - 6 February 2019 through 10 February 2019

ER -

Larsen DM, Hjelmborg MD, Lindhart BK, Dreyøe J, Michelsen C, Misfeldt M. Designing inquiry-based teaching at scale: Central factors for implementation. I Jankvist UT, Van den Heuvel-Panhuizen M, Veldhuis M, red., Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education: (CERME11, February 6 – 10, 2019). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. 2019. s. 4421-4428

Designing inquiry-based teaching at scale: Central factors for implementation

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