Complex Mathematics Education: An Integrated and Inquiry-Based Mathematics Teaching Method

Autor/in	Kiss, Anna
Titel	Complex Mathematics Education: An Integrated and Inquiry-Based Mathematics Teaching Method
Quelle	In: Canadian Journal of Science, Mathematics and Technology Education, 22 (2022) 4, S.758-772 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kiss, Anna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-6156
DOI	10.1007/s42330-022-00250-1
Schlagwörter	Mathematics Education; Active Learning; Inquiry; Foreign Countries; Grade 5; Teaching Methods; Hungary + Suchen Sie Ihr Suchwort? Mathematische Bildung; Aktives Lernen; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; Teaching method; Lehrmethode; Unterrichtsmethode; Ungarn
Abstract	Little is available in mathematics education research about what the teacher can anticipate from the students when applying inquiry-based learning (IBL). Even less is known about how to recognize and exploit on the spot when a mathematical domain, other than the one in focus, is activated in the students' minds. Yet, in tests, in everyday life, and the labour market, it is common to face problems that require interrelated mathematical thinking. Although one of the unique advantages of complex mathematics education (CME) is the coherence between different domains and CME has been practiced for over half a century in Hungary, the Hungarian line of IBL has only recently joined the international methodological mainstream. In this paper, I summarize a segment of IBL correspondent to CME and integrated mathematics education, and I illustrate the possible divergence of solutions during implementation with an example that emerged about a probability game in a fifth-grade class. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01