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ERIC Number: EJ859705
Record Type: Journal
Publication Date: 2008-Nov
Pages: 4
Abstractor: ERIC
Reference Count: 10
ISBN: N/A
ISSN: ISSN-0025-5785
Inquiry Teaching
Blair, Andrew
Mathematics Teaching Incorporating Micromath, n211 p8-11 Nov 2008
A student's conceptual learning is facilitated by a harmonious method of learning. In teacher-directed strategy lessons, there is little guarantee that a method permits students to reach an "ideal" understanding. In the investigative classroom, the learning experience is rigidly structured, leaving students the unenviable responsibility to discover a conceptual relationship. In this article, the author proposes replacing strategy and investigational lessons with jointly-regulated inquiries, in order to harmonise method with content. (Contains 3 tables and 3 figures.)
Association of Teachers of Mathematics. Unit 7 Prime Industrial Park, Shaftesbury Street, Derby, DE23 8YB, UK. Tel: +44-1332-346599; e-mail: admin@atm.org.uk; Web site: http://www.atm.org.uk/mt/index.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A