Abstract
This paper discusses issues related to the potential adoption of inquiry-based learning (IBL) projects in mathematics in the United States. To explain the chal- lenges faced in making a place for IBL in the mathematics curriculum, we describe the historical demands of working with a diverse, highly distributed educational system (that is, a system that does not have a central educational deci- sion-making agency with the authority to mandate nation- wide changes), the impact of high-stakes tests to either open or limit the potential for curricular changes, and the changing context in the United States owing to the emer- gence of the Common Core State Standards in Mathe- matics (CCSS-M) and nationwide high-stakes assessments designed to be consistent with the CCSS-M. We identify a number of dimensions along which there would be chal- lenges for the implementation of IBL in US school math- ematics, including: perceived societal needs; schooling traditions; the specific framing of CCSS-M goals pertaining to problem solving, communicating and reasoning, and modeling and data analysis; and the readiness of the US teaching force to implement IBL. We then consider the issue of scaling up interventions such as IBL, and the politics involved therein.
Paper version not known (
Free)
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
