Inquiry: Without posing questions?

Helle Alrø, Marit Johnsen-Høines

Research output: Contribution to journalJournal articleResearchpeer-review

Abstract

This article discusses what inquiry conversations could mean when learning
mathematics.3 Referring to Gadamar’s distinction of true and apparent questions it is discussed what it takes to be inquiring and if this attitude necessarily includes posing questions. Which qualities are expressed in inquiring questions, and what other ways of communicating may have an inquiring function in learning conversations? The intention is to develop and frame the concept of ’inquiry’ in learning conversations, and this is the
focus of analysis of an authentic classroom situation, where teacher and pupils are exploring the concept of ’volume’. Further, this analysis informs a discussion of listening as an important element of an inquiring learning conversation.
Original languageEnglish
JournalMontana Math Enthusiast
Volume9
Issue number3
Pages (from-to)253-270
Number of pages18
ISSN1551-3440
Publication statusPublished - 2012

Cite this

Alrø, H., & Johnsen-Høines, M. (2012). Inquiry: Without posing questions? Montana Math Enthusiast, 9(3), 253-270.
Alrø, Helle ; Johnsen-Høines, Marit. / Inquiry : Without posing questions?. In: Montana Math Enthusiast. 2012 ; Vol. 9, No. 3. pp. 253-270.
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Alrø, H & Johnsen-Høines, M 2012, 'Inquiry: Without posing questions?', Montana Math Enthusiast, vol. 9, no. 3, pp. 253-270.

Inquiry : Without posing questions? / Alrø, Helle; Johnsen-Høines, Marit.

In: Montana Math Enthusiast, Vol. 9, No. 3, 2012, p. 253-270.

Research output: Contribution to journalJournal articleResearchpeer-review

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AB - This article discusses what inquiry conversations could mean when learningmathematics.3 Referring to Gadamar’s distinction of true and apparent questions it is discussed what it takes to be inquiring and if this attitude necessarily includes posing questions. Which qualities are expressed in inquiring questions, and what other ways of communicating may have an inquiring function in learning conversations? The intention is to develop and frame the concept of ’inquiry’ in learning conversations, and this is thefocus of analysis of an authentic classroom situation, where teacher and pupils are exploring the concept of ’volume’. Further, this analysis informs a discussion of listening as an important element of an inquiring learning conversation.

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