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

Research output: Contribution to book/anthology/report/conference proceeding › Article in proceeding › Research › 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.

Original language	English
Title of host publication	Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education : (CERME11, February 6 – 10, 2019)
Editors	U.T. Jankvist, M. Van den Heuvel-Panhuizen, M. Veldhuis
Publisher	Freudenthal Group & Freudenthal Institute, Utrecht University and ERME
Publication date	2019
Pages	4421-4428
ISBN (Electronic)	978-90-73346-75-8
Publication status	Published - 2019
Event	11th Congress of European Research in Mathematics Education - Utrecht University , Utrecht, Netherlands Duration: 6 Feb 2019 → 10 Feb 2019 Conference number: 11 https://cerme11.org

Conference

Conference	11th Congress of European Research in Mathematics Education
Number	11
Location	Utrecht University
Country/Territory	Netherlands
City	Utrecht
Period	06/02/2019 → 10/02/2019
Internet address	https://cerme11.org

Keywords

Implementation
inquiry-based mathematics
teacher development

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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. In U. T. Jankvist, M. Van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education: (CERME11, February 6 – 10, 2019) (pp. 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). editor / U.T. Jankvist ; M. Van den Heuvel-Panhuizen ; M. Veldhuis. Freudenthal Group & Freudenthal Institute, Utrecht University and ERME, 2019. pp. 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. in UT Jankvist, M Van den Heuvel-Panhuizen & M Veldhuis (eds), 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, pp. 4421-4428, 11th Congress of European Research in Mathematics Education, Utrecht, Netherlands, 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). ed. / U.T. Jankvist; M. Van den Heuvel-Panhuizen; M. Veldhuis. Freudenthal Group & Freudenthal Institute, Utrecht University and ERME, 2019. p. 4421-4428.

Research output: Contribution to book/anthology/report/conference proceeding › Article in proceeding › Research › 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

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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

EP - 4428

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

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A2 - Veldhuis, M.

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. In Jankvist UT, Van den Heuvel-Panhuizen M, Veldhuis M, editors, 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. p. 4421-4428

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

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