Teachers’ structuring of mathematical inquiry lessons: shifting from “task-first” to “scaffolded inquiry”
A three-phase “task-first” lesson structure is frequently suggested when teaching mathematics through inquiry. We investigate how secondary school teachers of mathematics structure their inquiry lessons and examine how and why they deviate from a “task-first” structure. We present detailed lesson ob...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Default Article |
| Published: |
2023
|
| Subjects: | |
| Online Access: | https://hdl.handle.net/2134/21966992.v1 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|