Implementing inquiry in mathematics education. [The Fibonacci Project; companion resources for implementing inquiry in science and mathematics at school].

Sonst. Personen	Baptist, Peter (Hrsg.); Raab, Dagmar (Hrsg.)
Titel	Implementing inquiry in mathematics education. [The Fibonacci Project; companion resources for implementing inquiry in science and mathematics at school].
Quelle	Bayreuth: [Univ. Bayreuth, Lehrstuhl für Mathematik und ihre Didaktik] (2012), VIII, 176 S.Verfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	978-3-00-040752-9
Schlagwörter	Problemlösen; Grundschule; Sekundarbereich; Forschendes Lernen; Unterrichtsbeispiel; Unterrichtsmethode; Computerunterstützter Unterricht; Fachdidaktik; Geometrieunterricht; Mathematikunterricht; Mathematisches Denken; Internationaler Vergleich; Projektbericht; Bayern; Bulgarien; Deutschland; Schweiz; Thüringen; Tschechische Republik
Abstract	Problem solving and creating new problems belong to the essence of mathematics. This is the focus of our Fibonacci project. The inquiry-based approach to teaching and learning helps to develop mathematical thinking skills and to understand fundamental ideas and methods. We do not start with formulas and rules, we get them at most at the end of the learning process. Mathematics is a participatory sport. Therefore we prefer an experimental approach. We have to create situations that challenge the students' curiosity. Teachers should pose problems proportionately to their students' knowledge and help them to solve these problems with stimulating questions. More than by reading and listening, mathematics is learned by really doing maths. That means by analysing situations, by making guesses and conjectures, by computing, by problem solving, and by discussing ideas with other students. And, in analogy to learning a sport, making mistakes and then making adjustments are clear parts of the experience. When students are given opportunities to ask their own questions and to extend problems in new directions, they know mathematics is still alive, not something that already has been decided and just needs to be memorised. After the decision for inquiry-based learning in maths, teachers need structuring elements to organise classroom work and learning processes. In the Fibonacci project we have chosen so-called basic patterns to indicate which direction teaching should take. These basic patterns can be regarded as an overarching concept for implementing inquiry-based maths education in the class-room and in teacher education [...]. But to initiate a change in teaching and learning we have to provide teachers with suitable examples, we have to develop new materials together with the teachers. All our Fibonacci maths partners have really done an excellent job. [...] We mustn't forget that each country has its own tradition in teaching and learning. Teachers and parents only accept changes when this tradition is respected and changes take place in small steps. So our examples show the variety of inquiry-based approaches (also including ICT) in Bulgaria, Czech Republic, Germany, and Switzerland. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/4