Authors: Michèle Artigue Morten Blomhøj
Publish Date: 2013/10/25
Volume: 45, Issue: 6, Pages: 797-810
Abstract
The terms inquirybased learning and inquirybased education have appeared with increasing frequency in educational policy and curriculum documents related to mathematics and science education over the past decade indicating a major educational trend We go back to the origin of inquiry as a pedagogical concept in the work of Dewey eg 1916 1938 to analyse and discuss its migration to science and mathematics education For conceptualizing inquirybased mathematics education IBME it is important to analyse how this concept resonates with already wellestablished theoretical frameworks in mathematics education Six such frameworks are analysed from the perspective of inquiry the problemsolving tradition the theory of didactical situations the realistic mathematics education programme the mathematical modelling perspective the anthropological theory of didactics and the dialogical and critical approach to mathematics education In an appendix these frameworks are illustrated with paradigmatic examples of teaching activities with inquiry elements The paper is rounded off with a list of ten concerns for the development and implementation of IBME
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