Abstract
As Huber (2009) states, inquiry-based learning as a higher education didactic method is subject to strong criticism from many quarters. The issue of the unity of research and teaching, which serves as a central pillar for the educational-theoretical justification of inquiry-based learning, is called into question both in principle and pragmatically. This article will present inquiry-based learning in mathematics as an idealized process on the one hand, and in a real implementation on the other. This will be done against the backdrop of cultural-historical activity theory according to Roth and Radford (2011), which more precisely defines the theory for mathematics learning based on Leontiev (1978).
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.
