Calleja, J;
Foster, C;
Hodgen, J;
(2023)
Teachers’ structuring of mathematical inquiry lessons: shifting from “task-first” to “scaffolded inquiry”.
Research in Mathematics Education
10.1080/14794802.2023.2176915.
(In press).
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Abstract
A three-phase “task-first” lesson structure is frequently suggested when teaching mathematics through inquiry. We investigate how secondary school teachers of mathematics structure their inquiry lessons and examine how and why they deviate from a “task-first” structure. We present detailed lesson observation data from three teachers participating in a year-long professional development programme focused on inquiry teaching. We track the developing structure of these teachers’ inquiry lessons through minute-by-minute lesson analysis, describe how their lesson structures altered over time and explore why. Our data show that contextual constraints may explain why teachers departed from the “task-first” lesson structure. In their inquiry teaching, two of the teachers adopted more scaffolded approaches, including the use of a sequence of smaller sub-tasks and teacher interventions. We argue that these modifications to a “task-first” lesson structure are legitimate ways to support student learning through inquiry; indeed, that they may offer some advantages for inquiry teaching.
| Type: | Article |
|---|---|
| Title: | Teachers’ structuring of mathematical inquiry lessons: shifting from “task-first” to “scaffolded inquiry” |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/14794802.2023.2176915 |
| Publisher version: | https://doi.org/10.1080/14794802.2023.2176915 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Mathematics lesson structure; mathematical inquiry; scaffolded inquiry |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10167059 |
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