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ERIC Number: EJ1122927
Record Type: Journal
Publication Date: 2017
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1051-1970
EISSN: N/A
Constructing an Inquiry Orientation from a Learning Theory Perspective: Democratizing Access through Task Design
It is widely accepted in the mathematics education community that pedagogies oriented toward inquiry are aligned with a constructivist theory of learning, and that these pedagogies effectively support students' learning of mathematics. In order to promote such an orientation, we first separate the idea of inquiry from its conception as a collection of methods. Then, by grounding those methods in a generally accepted theory of learning, we construct an inquiry-oriented pedagogy from a constructivist perspective. We then discuss the implications of this pedagogy for the design of mathematical tasks that democratize student access to inquiry. This work has implications for educators who wish to enact an inquiry-oriented pedagogy in their classroom in order to support their students' problem solving and problem posing.
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A