Details
| Originalsprache | Englisch |
|---|---|
| Fachzeitschrift | International Journal of Mathematical Education in Science and Technology |
| Publikationsstatus | Elektronisch veröffentlicht (E-Pub) - 2024 |
Abstract
This paper reflects on the Inquiry-Based Mathematics Education approach and the professional development of university mathematics lecturers. The main focus is on task re-design as a key aspect of subject matter focussed lecturer training. The professionalisation activity we have established is rooted in a framework developed by the European project Partnership for the Learning And Teaching IN University Mathematics (PLATINUM). The focus of this paper is a didactic instrument developed within this project and implemented in the training activity. We focus on challenges, leeways and scope for actions that arise in the design and implementation of mathematical tasks for an inquiry-based teaching. For the empirical analyses, we use data from a professional activity carried out at the Complutense University of Madrid in Spain, jointly by a team from Madrid and Hannover.
ASJC Scopus Sachgebiete
- Sozialwissenschaften (insg.)
- Ausbildung bzw. Denomination
- Mathematik (insg.)
- Angewandte Mathematik
- Mathematik (insg.)
- Mathematik (sonstige)
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in: International Journal of Mathematical Education in Science and Technology, 2024.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
}
TY - JOUR
T1 - Inquiry in mathematics: studying a professional development measure for university lecturers
AU - Gómez-Chacón, Inés M.
AU - Hochmuth, Reinhard
AU - Peters, Jana
PY - 2024
Y1 - 2024
N2 - This paper reflects on the Inquiry-Based Mathematics Education approach and the professional development of university mathematics lecturers. The main focus is on task re-design as a key aspect of subject matter focussed lecturer training. The professionalisation activity we have established is rooted in a framework developed by the European project Partnership for the Learning And Teaching IN University Mathematics (PLATINUM). The focus of this paper is a didactic instrument developed within this project and implemented in the training activity. We focus on challenges, leeways and scope for actions that arise in the design and implementation of mathematical tasks for an inquiry-based teaching. For the empirical analyses, we use data from a professional activity carried out at the Complutense University of Madrid in Spain, jointly by a team from Madrid and Hannover.
AB - This paper reflects on the Inquiry-Based Mathematics Education approach and the professional development of university mathematics lecturers. The main focus is on task re-design as a key aspect of subject matter focussed lecturer training. The professionalisation activity we have established is rooted in a framework developed by the European project Partnership for the Learning And Teaching IN University Mathematics (PLATINUM). The focus of this paper is a didactic instrument developed within this project and implemented in the training activity. We focus on challenges, leeways and scope for actions that arise in the design and implementation of mathematical tasks for an inquiry-based teaching. For the empirical analyses, we use data from a professional activity carried out at the Complutense University of Madrid in Spain, jointly by a team from Madrid and Hannover.
KW - Inquiry approach
KW - implementation research
KW - professional development
KW - university education
UR - http://www.scopus.com/inward/record.url?scp=85184172158&partnerID=8YFLogxK
U2 - 10.1080/0020739x.2024.2308034
DO - 10.1080/0020739x.2024.2308034
M3 - Article
JO - International Journal of Mathematical Education in Science and Technology
JF - International Journal of Mathematical Education in Science and Technology
SN - 0020-739X
ER -