Interaction in the Mathematics Class: The Shaping Process of Inquiry-based Learning

Interaction in the Mathematics Class: The Shaping Process of Inquiry-based Learning



Abstract Views
189

Downloads
149

Citations

Share

##plugins.themes.bootstrap3.article.sidebar##

Table of Contents

##plugins.themes.bootstrap3.article.main##

This paper focuses on the forms of interaction that occur in a mathematics class. It explores ways to assist students in adopting the practice of questioning and improving their ability to participate in the mathematics lesson. In particular, the study examines how the practice of student questioning can affect communication. By describing the shaping process of an inquiry-based learning class, it proposes an exploratory method to introduce students to the mathematical practice of questioning. The main outcome of the study is that the dynamic presence of student inquiry can significantly transform traditional mathematical communication in the classroom into alternative forms.

Keywords: Community of Practice, Classroom Communication, Inquiry Community, Practitioner Research.
  1. Aksela, M. (2019). Towards student-centered solutions and pedagogical innovations in science education through co-design approach within design-based research. Lumat: International Journal of Math, Science and Technology Education, 7(3). https://doi.org/10.31129/LUMAT.7.3.421.  |   Google Scholar
  2. Artigue, M., & Blomhøj, M. (2013). Conceptualizing inquiry-based education in mathematics. ZDM, 45(6), 797–810.  |   Google Scholar
  3. Ball, D. L., Goffney, I.M., & Bass, H. (2005). The role of mathematics instruction in building a socially just and diverse democracy. The Mathematics Educator, 15 (1), 2–6.  |   Google Scholar
  4. Barnes, D. (1976). From communication to curriculum. Harmondsworth, England: Penguin.  |   Google Scholar
  5. Brailas, A., Avani, S., Gkini, C., Deilogkou, M., Koskinas, K., & Alexias, G. (2017). Experiential Learning in Action: A Collaborative Inquiry. The Qualitative Report, 22(1), 271–288. https://doi.org/10.46743/2160-3715/2017.2551.  |   Google Scholar
  6. Brailas, A., Koskinas, K., & Alexias, G. (2016). Design and implementation of a web-based system to support collective reflective practice. International Journal of Designs for Learning, 7(3), 95–104. https://doi.org/10.14434/ijdl.v7i3.18864.  |   Google Scholar
  7. Brailas, A., Koskinas, K., Dafermos, M., & Alexias, G. (2015). Wikipedia in Education: Acculturation and learning in virtual communities. Learning, Culture and Social Interaction, 7, 59–70. https://doi.org/10.1016/j.lcsi.2015.07.002.  |   Google Scholar
  8. Brown, B., & Haberlin, S. (2018). Engaging in Practitioner Inquiry and Critical Dialogue to Explore Student Engagement in a Fifth-Grade Classroom. Journal of Practitioner Research, 3(1). https://doi.org/10.5038/2379-9951.3.1.1062.  |   Google Scholar
  9. Cazden, C. B. (2001). Classroom Discourse: The Language of Teaching and Learning (2nd edition). Portsmouth: Heinemann.  |   Google Scholar
  10. Chapin, S. H., O'Connor, C., O'Connor, M. C., & Anderson, N. C. (2009). Classroom discussions: Using math talk to help students learn, Grades K-6. Math Solutions.  |   Google Scholar
  11. Cheeseman, J. C. (2019). Young Children are Natural Inquirers: Posing and Solving Mathematical Problems. Waikato Journal of Education, 24(2), 11–22. https://doi.org/10.15663/wje.v24i2.664.  |   Google Scholar
  12. Chin, C. & Osborne J. (2008). Students' questions: a potential resource for teaching and learning science. Studies in Science Education, 44:1, 1–39. https://doi.org/10.1080/03057260701828101.  |   Google Scholar
  13. Cobb, P., Wood, T., & Yackel, E. (1991). A Constructivist Approach to Second Grade Mathematics. In E. Von Glasersfeld (Ed.), Radical Constructivism in Mathematics Education (pp. 157–176). Springer Netherlands. https://doi.org/10.1007/0-306-47201-5_8.  |   Google Scholar
  14. Currin, E. (2019). From Rigor to Vigor: The Past, Present, and Potential of Inquiry as Stance. Journal of Practitioner Research, 4(1). https://doi.org/10.5038/2379-9951.4.1.1091.  |   Google Scholar
  15. Dillon, J. T. (1990). The practice of questioning. Routledge.  |   Google Scholar
  16. Dillon, J. T. (1988). Questioning and teaching: A manual of practice. Croom Helm.  |   Google Scholar
  17. Di Teodoro, S., Donders, S., Kemp-Davidson, J., Robertson, P., & Schuyler, L. (2011). Asking good questions: Promoting greater understanding of mathematics through purposeful teacher and student questioning. The Canadian Journal of Action Research, 12(2), 18–29.  |   Google Scholar
  18. Dorier, J. L., & Maass, K. (2020). Inquiry-based mathematics education. Encyclopedia of Mathematics Education. 384–388.  |   Google Scholar
  19. Franke, M. L., Kazemi, E., & Battey, D. S. (2007). Mathematics teaching and classroom practices. In F. K. Lester Jr. (Eds.), The second handbook of research on mathematics teaching and learning (pp. 225–256). Charlotte, NC: Information Age.  |   Google Scholar
  20. Hufferd-Ackles, K., Fuson, K. C., & Sherin, M. G. (2004). Describing level and components of a math-talk learning community. Journal for Research in Mathematics Education, 35(2), 81–116.  |   Google Scholar
  21. Herranen, J. & Aksela, M. (2019). Student-questionbased inquiry in science education, Studies in Science Education, 55:1, 1–36. https://doi.org/10.1080/03057267.2019.1658059.  |   Google Scholar
  22. Goos, M., Galbraith, P., & Renshaw, P. (1994). Collaboration, Dialogue and metacognition: The mathematics classrooms as a community of practice. In Bell, G., Wright, R. Leeson, N., and Geake, J. (Eds.), Proceedings of the Seventeenth Annual Conference of the Mathematics Education Research Group of Australasia, Lismore, Australia: Mathematics Education Research Group of Australasia.  |   Google Scholar
  23. Kazemi, E., & Hintz, A. (2014). Intentional talk: How to structure and lead productive mathematical discussions. Stenhouse Publishers.  |   Google Scholar
  24. Khong, T. D. H., Saito, E., & Gillies, R. M. (2019). Key issues in productive classroom talk and interventions. Educational Review, 71(3), 334–349.  |   Google Scholar
  25. Kojo, A., Laine, A., & Näveri, L. (2018). How did you solve it? – Teachers’ approaches to guiding mathematics problem solving. Lumat: International Journal of Math, Science and Technology Education, 6(1). https://doi.org/10.31129/LUMAT.6.1.294  |   Google Scholar
  26. Lave, J., & Wenger, E. (1991). Situated learning: legitimate peripheral participation, Cambridge: Cambridge University Press.  |   Google Scholar
  27. Mason, J., & Wilder S. (2006). Designing and using mathematical tasks. Tarquin.  |   Google Scholar
  28. Ministry of Education (2011). Curriculum of Mathematics in Compulsory Education. Athens.  |   Google Scholar
  29. Myhill D., & Dunkin F. (2005). Questioning Learning, Language and Education, 19 (5), 415–427.  |   Google Scholar
  30. Nathan, M. J., & Knuth, E. J. (2003). A study of whole classroom mathematical discourse and teacher change. Cognition and Instruction, 21(2), 175–207. https://doi.org/10.1207/S1532690XCI2102_03.  |   Google Scholar
  31. National Council of Teachers of Mathematics (1991). Professional standards for teaching mathematics. Reston, VA: National Council of Teachers of Mathematics.  |   Google Scholar
  32. Richards, J. (1991). Mathematical discussions. In E. von Glaserfeld (Ed.), Radical constructivism in mathematics education (pp.13-51). Kluwer Netherlands.  |   Google Scholar
  33. Solomon, Y., & Black, L. (2008). Talking to learn and learning to talk in the mathematics classroom. Exploring Talk in Schools (p. 73–90).  |   Google Scholar
  34. Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking and learning, 10(4), 313–340.  |   Google Scholar
  35. Vaquero, A., & Sabella, L. (2018). A Pre-Service Math Teacher’s Analysis of Practice through the Lens of Research. Journal of Practitioner Research, 3(1). https://doi.org/10.5038/2379-9951.3.1.1071.  |   Google Scholar
  36. Wagganer, E. L. (2015). Creating math talk communities. Teaching Children Mathematics, 22(4), 248–254.  |   Google Scholar
  37. Walsh, J. A., & Sattes, B. D. (2005). Quality Questioning: Research-based practice to engage every learner. Corwin.  |   Google Scholar
  38. Wenger, E. (1998). Communities of Practice: Learning, meaning and identity. Cambridge: Cambridge University Press.  |   Google Scholar
  39. Widjaja, W., Dolk, M. and Fauzan, A. (2010). The role of contexts and teacher's questioning to enhance students' thinking, Journal of science and mathematics education in Southeast Asia, 33(2), 168–186.  |   Google Scholar
  40. Wong, K. (2012). Use of student mathematics questioning to promote active learning and metacognition, 12th International Congress on Mathematical Education, 8 July – 15 July, 2012, COEX, Seoul, Korea.  |   Google Scholar
  41. Wragg, E. C. (1993). Classroom Teaching Skills. Routledge.  |   Google Scholar
  42. Wragg, E. C., & Brown, G. (2001). Questioning in the secondary school. Routledge.  |   Google Scholar
  43. Yackel, E. & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics, Journal for Research in Mathematics Education, 27, 458–477.  |   Google Scholar

How to Cite

Nika, S. D., & Brailas, A. V. (2022). Interaction in the Mathematics Class: The Shaping Process of Inquiry-based Learning. European Journal of Education and Pedagogy, 3(3), 227–232. https://doi.org/10.24018/ejedu.2022.3.3.249

Search Panel

 Stella D. Nika
 Google Scholar |   EJEDU Journal
 Alexios V. Brailas
 Google Scholar |   EJEDU Journal