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ERIC Number: EJ883367
Record Type: Journal
Publication Date: 2010-Jun
Pages: 21
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-1386-4416
Learning to Teach Mathematics through Inquiry: A Focus on the Relationship between Describing and Enacting Inquiry-Oriented Teaching
Towers, Jo
Journal of Mathematics Teacher Education, v13 n3 p243-263 Jun 2010
This article is based on one of the several case studies of recent graduates of a teacher education programme that is founded upon inquiry-based, field-oriented and learner-focussed principles and practices and that is centrally concerned with shaping teachers who can enact strong inquiry-based practices in Kindergarten to Grade 12 classrooms. The analysis draws on interviews with one graduate, and on video data collected in his multi-aged Grade 1/2 classroom, to explore some of the ways in which this new teacher enacted inquiry-based teaching approaches in his first year of teaching and to consider his capacity to communicate his understanding of inquiry. This article presents implications for beginning teachers' collaborative practices, for the assessment of new teachers and for practices in preservice teacher education.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A