Inquiry-based learning in lower-secondary mathematics education in China (Beijing) and the Netherlands

Autor: HUANG, LUHUAN, Afd Freudenthal Institute

Mathematics is considered to be a human activity and students should actively participate in the learning process. These features are fostered in inquiry-based learning (IBL). IBL is interpreted as a teaching approach that challenges students to solv

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=narcis______::c4763dfbc3b65cf95612ea832c94a26d
https://dspace.library.uu.nl/handle/1874/423054

Chinese and Dutch mathematics teachers’ beliefs about inquiry-based learning

Autor: Huang, Luhuan, Doorman, Michiel, van Joolingen, Wouter

Publikováno v: CERME 11
Eleventh Congress of the European Society for Research in Mathematics Education
Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht University, Feb 2019, Utrecht, Netherlands
www.cerme11.org

International audience; Teachers’ beliefs are expected to have impact on the implementation of inquiry-based learning (IBL) in mathematics education. Moreover, Chinese and Dutch teaching cultures in mathematics seem to be very different. This paper

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=dedup_wf_001::928bcc1dc0eb7efa4a0967696db36aee
https://hal.archives-ouvertes.fr/hal-02430470/document