Investigating Mathematical Inquiry

Katie Makar; Jill Fielding-Wells; Kym Fry; Sue Allmond; Jude Hillman

Abstract

The aim of this Round Table is to bring together a community of researchers who focus on the teaching, learning, assessment, and research of a mathematical inquiry approach. We invite those interested in the study of mathematical inquiry to discuss their work or aspects of inquiry that are in need of research. A few questions are listed below to provoke conversation. Bring your own!

What shared and unshared perspectives do we have of mathematical inquiry?
What are purposes of mathematical inquiry?
How can mathematical inquiry be used to assess learning?
What signature practices characterise inquiry pedagogy in mathematics education?
How is mathematical inquiry similar to or different from inquiry in other content areas, such as science
How does the teaching of mathematical inquiry fit into the broader repertoire of pedagogies used by teachers in the course of a year?
What challenges do teachers and students face in adopting mathematical inquiry?
Does an inquiry approach benefit children with different backgrounds differently?
What are key benefits and drawbacks of learning mathematics through inquiry?
Do particular strands of mathematics fit better with inquiry?
Does mathematical inquiry improve learning in mathematics?
Is mathematical inquiry scalable?
How can different paradigms contribute to a diversity of insights into mathematical inquiry?
What key research areas are strongly tied to mathematical inquiry (e.g., argumentation, socio-mathematical norms, collaboration)?
What are possible programs of research for mathematical inquiry?

Original language	English
Pages	680-680
Publication status	Published - 2015
Event	MERGA 38: 38th Annual Meeting of the Mathematics Education Research Group of Australasia - University of the Sunshine Coast, Sunshine Coast, Australia Duration: 28 Jun 2015 → 2 Jul 2015

Conference

Conference	MERGA 38: 38th Annual Meeting of the Mathematics Education Research Group of Australasia
City	Sunshine Coast, Australia
Period	28/06/15 → 2/07/15

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title = "Investigating Mathematical Inquiry",

abstract = "The aim of this Round Table is to bring together a community of researchers who focus on the teaching, learning, assessment, and research of a mathematical inquiry approach. We invite those interested in the study of mathematical inquiry to discuss their work or aspects of inquiry that are in need of research. A few questions are listed below to provoke conversation. Bring your own! What shared and unshared perspectives do we have of mathematical inquiry? What are purposes of mathematical inquiry? How can mathematical inquiry be used to assess learning? What signature practices characterise inquiry pedagogy in mathematics education? How is mathematical inquiry similar to or different from inquiry in other content areas, such as science How does the teaching of mathematical inquiry fit into the broader repertoire of pedagogies used by teachers in the course of a year? What challenges do teachers and students face in adopting mathematical inquiry? Does an inquiry approach benefit children with different backgrounds differently? What are key benefits and drawbacks of learning mathematics through inquiry? Do particular strands of mathematics fit better with inquiry? Does mathematical inquiry improve learning in mathematics? Is mathematical inquiry scalable? How can different paradigms contribute to a diversity of insights into mathematical inquiry? What key research areas are strongly tied to mathematical inquiry (e.g., argumentation, socio-mathematical norms, collaboration)? What are possible programs of research for mathematical inquiry?",

author = "Katie Makar and Jill Fielding-Wells and Kym Fry and Sue Allmond and Jude Hillman",

year = "2015",

language = "English",

pages = "680--680",

note = "MERGA 38: 38th Annual Meeting of the Mathematics Education Research Group of Australasia ; Conference date: 28-06-2015 Through 02-07-2015",

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T1 - Investigating Mathematical Inquiry

AU - Makar, Katie

AU - Fielding-Wells, Jill

AU - Fry, Kym

AU - Allmond, Sue

AU - Hillman, Jude

PY - 2015

Y1 - 2015

N2 - The aim of this Round Table is to bring together a community of researchers who focus on the teaching, learning, assessment, and research of a mathematical inquiry approach. We invite those interested in the study of mathematical inquiry to discuss their work or aspects of inquiry that are in need of research. A few questions are listed below to provoke conversation. Bring your own! What shared and unshared perspectives do we have of mathematical inquiry? What are purposes of mathematical inquiry? How can mathematical inquiry be used to assess learning? What signature practices characterise inquiry pedagogy in mathematics education? How is mathematical inquiry similar to or different from inquiry in other content areas, such as science How does the teaching of mathematical inquiry fit into the broader repertoire of pedagogies used by teachers in the course of a year? What challenges do teachers and students face in adopting mathematical inquiry? Does an inquiry approach benefit children with different backgrounds differently? What are key benefits and drawbacks of learning mathematics through inquiry? Do particular strands of mathematics fit better with inquiry? Does mathematical inquiry improve learning in mathematics? Is mathematical inquiry scalable? How can different paradigms contribute to a diversity of insights into mathematical inquiry? What key research areas are strongly tied to mathematical inquiry (e.g., argumentation, socio-mathematical norms, collaboration)? What are possible programs of research for mathematical inquiry?

AB - The aim of this Round Table is to bring together a community of researchers who focus on the teaching, learning, assessment, and research of a mathematical inquiry approach. We invite those interested in the study of mathematical inquiry to discuss their work or aspects of inquiry that are in need of research. A few questions are listed below to provoke conversation. Bring your own! What shared and unshared perspectives do we have of mathematical inquiry? What are purposes of mathematical inquiry? How can mathematical inquiry be used to assess learning? What signature practices characterise inquiry pedagogy in mathematics education? How is mathematical inquiry similar to or different from inquiry in other content areas, such as science How does the teaching of mathematical inquiry fit into the broader repertoire of pedagogies used by teachers in the course of a year? What challenges do teachers and students face in adopting mathematical inquiry? Does an inquiry approach benefit children with different backgrounds differently? What are key benefits and drawbacks of learning mathematics through inquiry? Do particular strands of mathematics fit better with inquiry? Does mathematical inquiry improve learning in mathematics? Is mathematical inquiry scalable? How can different paradigms contribute to a diversity of insights into mathematical inquiry? What key research areas are strongly tied to mathematical inquiry (e.g., argumentation, socio-mathematical norms, collaboration)? What are possible programs of research for mathematical inquiry?

UR - https://www.usc.edu.au/about/usc-news/news-archive/2015/june/usc-to-host-convergence-of-maths-educators

M3 - Abstract

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T2 - MERGA 38: 38th Annual Meeting of the Mathematics Education Research Group of Australasia

Y2 - 28 June 2015 through 2 July 2015