Coherence through inquiry based mathematics education

Abstract

SUM is a four-year research and developmental project with the aim of contributing to coherence in children’s and students’ motivation for, activities in, and learning of mathematics throughout the educational system from kindergarten to higher education. The concept of inquiry is key in the project, and it involves the implementation of different types of theories and methods related to inquiry based mathematics teaching (IBMT) at three systemic levels: (1) The students’ inquiry in and with mathematics. (2) The teachers’ use of inquiry based mathematics teaching as a means for supporting the students’ learning and inquiry into their own practice across a particular transition. (3) Inquiry into the interplay between the development of teaching practice and research in IBMT. In this paper, based on the project design and preliminary findings from the implementation, we discuss the project as an implementation of theory at these three levels, with a particular focus on level 2.