Mathematics Teachers’ Learning Through Inquiry

  • Olive Chapman University of Calgary
Keywords: Inquiry-based learning, Mathematics teacher learning, Noticing, Dialogic inquiry, Inquiry stance

Abstract

Inquiry-based teaching strives to engage students in learning mathematics with understanding in the classroom. Therefore, there is great interest in supporting teachers to meet this pedagogical challenge by developing practices that promote such an educational environment at different school levels. A powerful way for teachers to learn and transform their teaching is through teacher inquiry. This paper presents a model for inquiry into mathematics teaching based on the perspectives of theorists directly associated with teacher education. This model is described as an overarching inquiry cycle in which teachers begin with practice, pose a pedagogical problem, understand a key construct in the problem, hypothesize an inquiry-teaching model, test/apply it, and finally revise/apply this model. This approach is illustrated with a self-directed professional development process aimed at helping elementary teachers to develop understanding of inquiry-based teaching of mathematics.

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Author Biography

Olive Chapman, University of Calgary

Olive Chapman is professor and associate dean of undergraduate education programs at the University of Calgary in Canada. Her research interests include mathematics teaching practices and mathematics teacher thinking, learning and change, with a focus on mathematics knowledge for teaching, problem solving, algebraic thinking, and inquiry-based mathematics pedagogy. She led the development and implementation of an undergraduate teacher education program at her institution (2010-2012). She has (co)authored several book chapters, articles in international journals and papers in proceedings of refereed international conferences. She is editor-in-chief of the Journal of Mathematics Teacher Education and a member of the International Committee of the International Group for the Psychology of Mathematics Education.

Published
2013-12-19