Learning Mathematics in a Classroom Community of Inquiry

作者：Merrilyn Goos · 发表于：Journal for Research in Mathematics Education · 年份：2004 · DOI：10.2307/30034810 · 被引用次数：356 · 研究领域：Mathematics Education and Teaching Techniques、Teacher Education and Leadership Studies、Innovative Teaching and Learning Methods

This article considers the question of what specific actions a teacher might take to create a culture of inquiry in a secondary school mathematics classroom. Sociocultural theories of learning provide the framework for examining teaching and learning practices in a single classroom over a two-year period. The notion of the zone of proximal development (ZPD) is invoked as a fundamental framework for explaining learning as increasing participation in a community of practice characterized by mathematical inquiry. The analysis draws on classroom observation and interviews with students and the teacher to show how the teacher established norms and practices that emphasized mathematical sense-making and justification of ideas and arguments and to illustrate the learning practices that students developed in response to these expectations.