Inquiry-based learning in lower-secondary mathematics education in China (Beijing) and the Netherlands
Mathematics is considered to be a human activity and students should actively participate in the learning process. These features are fostered in inquiry-based learning (IBL). IBL is interpreted as a teaching approach that challenges students to solve problem situations before formal explanations and solution procedures are provided. The understanding and practices of IBL might be impacted by teaching cultures, which are considered to be remarkably different in East Asia and the West and have led to stereotypes. This study tried to move beyond these stereotypes and explored the current situati... Mehr ...
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Dokumenttyp: | Dissertation |
Erscheinungsdatum: | 2022 |
Verlag/Hrsg.: |
Utrecht University
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Schlagwörter: | Onderzoekend leren / Wiskundeonderwijs / Vergelijkende studie / Wiskundelessen in de onderbouw / Perspectief van de leerlingen / Overtuigingen van de leraren / Lespraktijken / Wiskundehandboeken / Schoolboekanalyse / Observatie in de klas / Inquiry-based learning / Mathematics education / Comparative study / Lower-secondary education / Student perspective / Teacher belief / Teaching practice / Mathematics textbook / Textbook analysis / classroom observation |
Sprache: | Englisch |
Permalink: | https://search.fid-benelux.de/Record/base-28790341 |
Datenquelle: | BASE; Originalkatalog |
Powered By: | BASE |
Link(s) : | https://dspace.library.uu.nl/handle/1874/423054 |