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Abstract
ABSTRACT This study follows a group of four secondary school teachers as they participate in various inquiry activities in a one-semester professional development (PD) course in mathematics. Using their discourse as a lens on their conceptualisations of inquiry in mathematics, we report on the development of their conceptualisations throughout the semester. This development seems to be largely related to providing students intellectual space and creating a collaborative learning environment. Exploration and communication foreground their conceptions, while analytical features are more peripheral themes. Throughout the semester, little attention is given in their discourse to mathematical foundations of design elements. We address how the teachers themselves link their development to the PD course. Finally, we discuss findings in light of the PD context and the limited body of research on teacher conceptualisations of inquiry in mathematics, in particular why some features of inquiry appear to be less emphasised in teacher conceptualisations than others.
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