Teaching mathematics through inquiry : a continuing professional development programme design

Abstract

Over the past decade, European policy makers have promoted the use of inquirybased learning (IBL) approaches in mathematics and science. This paper describes one attempt to design an effective, replicable continuing professional development (CPD) programme that challenges the transmissive practices of teachers and that brings to awareness the pedagogical strategies required for effective IBL. This paper starts by examining IBL and then presents four features for enacting IBL in class. I will show how these four features were used as design principles for the programme – Teaching Mathematics through Inquiry (TMI) – for secondary mathematics teachers in Malta. Finally, the paper exposes the challenges faced when designing and piloting the programme. I illustrate design foundations with examples of products from the pilot project to discuss modifications and reflect on lessons learned.