Primary teachers’ early and retrospective instructional vision of mathematical inquiry

Abstract

A key challenge in implementing inquiry-based learning in mathematics has been raising teachers’ confidence and skills with unfamiliar pedagogical practices. The nature of inquiry in particular challenges traditional notions of teaching mathematics that dominate the field. Few studies have explored how teachers’ perceptions of the nature of inquiry evolve as they adopt and gain experience over time teaching mathematics with inquiry. This article draws on interviews from ten primary teachers about their anticipated and initial experiences, then again after five years of experience. Using instructional vision as a lens, analysis of their perspectives of inquiry at each juncture provided insights into how teachers were confronted by and then persisted through early challenges to make mathematical inquiry a regular part of their pedagogy. This paper provides new insights of teachers’ vision of their role into adopting ambitious pedagogies over time.

Enhancing Active Learning through a Holistic Approach: A Case Study of Primary Education in Lithuania

“…While the benefits of holistic education and active learning are widely recognised, challenges persist in their implementation, particularly in primary education settings. Research by Michael et al [50], Ichikawa [51], and Makar [52] has highlighted obstacles such as limited teacher familiarity with active learning methodologies, lack of knowledge and motivation, heavy teaching responsibilities, and time and cognitive resource constraints. These challenges underscore the need for ongoing support and professional development to facilitate the effective integration of holistic and active learning approaches in primary education.…”