학술논문
Building an inclusive community of mathematical inquiry.
Document Type
Article
Author
Source
Subject
*CASE method (Teaching)
*MATHEMATICS education
*EDUCATIONAL equalization
*INQUIRY-based learning
*TEACHERS
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*
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Language
ISSN
0025-5785
Abstract
The authors explore case studies to support their argument that inquiry classrooms are equitable classrooms. Topics discussed include the increase in importance of inclusive practices in mathematics teaching and learning, the aim of building communities of inquiry in classrooms, inequalities in mathematics classrooms, the benefits of learning through inquiry, the role of teachers in building an inclusive inquiry community, and a case study on exploratory speech and summative speech.