Articles

To help students manage a complex and uncertain world, maths teachers must develop experience in the use of inquiry-based learning. Evidence indicates, however, that teachers’ initial experiences in using this approach are often very challenging and frustrating, as it demands not only a strong grasp of content knowledge but also a willingness to change traditional mindsets about the discipline. A new study involving the University of Queensland and two primary schools aims to provide a realistic vision of how expert teachers can engage students in this form of learning.