Constructing an Inquiry Orientation from a Learning Theory Perspective: Democratizing Access through Task Design

Catherine A. Buell, Steven Greenstein, Zahava Wilstein

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

It is widely accepted in the mathematics education community that pedagogies oriented toward inquiry are aligned with a constructivist theory of learning, and that these pedagogies effectively support students’ learning of mathematics. In order to promote such an orientation, we first separate the idea of inquiry from its conception as a collection of methods. Then, by grounding those methods in a generally accepted theory of learning, we construct an inquiry-oriented pedagogy from a constructivist perspective. We then discuss the implications of this pedagogy for the design of mathematical tasks that democratize student access to inquiry. This work has implications for educators who wish to enact an inquiry-oriented pedagogy in their classroom in order to support their students’ problem solving and problem posing.

Original languageEnglish
Pages (from-to)75-95
Number of pages21
JournalPRIMUS
Volume27
Issue number1
DOIs
StatePublished - 2 Jan 2017

Fingerprint

Pedagogy
Learning Theory
learning theory
Student Learning
Mathematics Education
mathematics
learning
student
Design
educator
classroom
community
education

Keywords

  • Inquiry
  • constructivism
  • equity
  • inquiry orientation
  • inquiry-based learning

Cite this

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Constructing an Inquiry Orientation from a Learning Theory Perspective : Democratizing Access through Task Design. / Buell, Catherine A.; Greenstein, Steven; Wilstein, Zahava.

In: PRIMUS, Vol. 27, No. 1, 02.01.2017, p. 75-95.

Research output: Contribution to journalArticle

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