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Teachers' structuring of mathematical inquiry lessons: shifting from "task-first" to "scaffolded inquiry".

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Title: Teachers' structuring of mathematical inquiry lessons: shifting from "task-first" to "scaffolded inquiry".
Authors: Calleja, James1 (AUTHOR) james.j.calleja@um.edu.mt, Foster, Colin2 (AUTHOR), Hodgen, Jeremy3 (AUTHOR)
Source: Research in Mathematics Education. Dec2024, Vol. 26 Issue 3, p460-493. 34p.
Subject Terms: *Career development, *Secondary school teachers, *High school teachers, *Mathematics education, *Mathematics teachers
Abstract: A three-phase "task-first" lesson structure is frequently suggested when teaching mathematics through inquiry. We investigate how secondary school teachers of mathematics structure their inquiry lessons and examine how and why they deviate from a "task-first" structure. We present detailed lesson observation data from three teachers participating in a year-long professional development programme focused on inquiry teaching. We track the developing structure of these teachers' inquiry lessons through minute-by-minute lesson analysis, describe how their lesson structures altered over time and explore why. Our data show that contextual constraints may explain why teachers departed from the "task-first" lesson structure. In their inquiry teaching, two of the teachers adopted more scaffolded approaches, including the use of a sequence of smaller sub-tasks and teacher interventions. We argue that these modifications to a "task-first" lesson structure are legitimate ways to support student learning through inquiry; indeed, that they may offer some advantages for inquiry teaching. [ABSTRACT FROM AUTHOR]
Copyright of Research in Mathematics Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Teachers' structuring of mathematical inquiry lessons: shifting from "task-first" to "scaffolded inquiry".
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  Data: <searchLink fieldCode="JN" term="%22Research+in+Mathematics+Education%22">Research in Mathematics Education</searchLink>. Dec2024, Vol. 26 Issue 3, p460-493. 34p.
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  Data: *<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+school+teachers%22">Secondary school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22High+school+teachers%22">High school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+teachers%22">Mathematics teachers</searchLink>
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  Label: Abstract
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  Data: A three-phase "task-first" lesson structure is frequently suggested when teaching mathematics through inquiry. We investigate how secondary school teachers of mathematics structure their inquiry lessons and examine how and why they deviate from a "task-first" structure. We present detailed lesson observation data from three teachers participating in a year-long professional development programme focused on inquiry teaching. We track the developing structure of these teachers' inquiry lessons through minute-by-minute lesson analysis, describe how their lesson structures altered over time and explore why. Our data show that contextual constraints may explain why teachers departed from the "task-first" lesson structure. In their inquiry teaching, two of the teachers adopted more scaffolded approaches, including the use of a sequence of smaller sub-tasks and teacher interventions. We argue that these modifications to a "task-first" lesson structure are legitimate ways to support student learning through inquiry; indeed, that they may offer some advantages for inquiry teaching. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Research in Mathematics Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/14794802.2023.2176915
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        Text: English
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        Type: general
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      – SubjectFull: High school teachers
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              M: 12
              Text: Dec2024
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              Y: 2024
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