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Shifting more than the goal posts: developing classroom norms of inquiry-based learning in mathematics

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Abstract

The 3-year study described in this paper aims to create new knowledge about inquiry norms in primary mathematics classrooms. Mathematical inquiry addresses complex problems that contain ambiguities, yet classroom environments often do not adopt norms that promote curiosity, risk-taking and negotiation needed to productively engage with complex problems. Little is known about how teachers and students initiate, develop and maintain norms of mathematical inquiry in primary classrooms. The research question guiding this study is, “How do classroom norms develop that facilitate student learning in primary classrooms which practice mathematical inquiry?” The project will (1) analyse a video archive of inquiry lessons to identify signature practices that enhance productive classroom norms of mathematical inquiry and facilitate learning, (2) engage expert inquiry teachers to collaborate to identify and design strategies for assisting teachers to develop and sustain norms over time that are conducive to mathematical inquiry and (3) support and study teachers new to mathematical inquiry adopting these practices in their classrooms. Anticipated outcomes include identification and illustration of classroom norms of mathematical inquiry, signature practices linked to these norms and case studies of primary teachers’ progressive development of classroom norms of mathematical inquiry and how they facilitate learning.

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Acknowledgements

This project is funded by the Australian Research Council (DP170101993).

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Authors and Affiliations

  1. School of Education, The University of Queensland, Social Sciences Building, St Lucia, Queensland, 4072, Australia

    Katie Makar & Jill Fielding-Wells

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  1. Katie Makar
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  2. Jill Fielding-Wells
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Correspondence to Katie Makar.

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Makar, K., Fielding-Wells, J. Shifting more than the goal posts: developing classroom norms of inquiry-based learning in mathematics. Math Ed Res J 30, 53–63 (2018). https://doi.org/10.1007/s13394-017-0215-5

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  • DOI: https://doi.org/10.1007/s13394-017-0215-5

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