Vol. 18 No. 3 (2020): Varga 100, Special Issue, Volume 1

Articles

Inquiry based mathematics education and the development of learning trajectories

Published November 4, 2020
Authors
Michèle Artigue
LABORATOIRE DE DIDACTIQUE ANDRE REVUZ, UNIVERSITE DE PARIS
, Marianna Bosch
IQS SCHOOL OF MANAGEMENT, UNIVERSITAT RAMON LLULL
, Michiel Doorman
FREUDENTHALINSTITUTE, UNIVERSITY OF UTRECHT
, Péter Juhász
MTA RÉNYI ALFRÉD MATEMATIKAI KUTATÓINTÉZET
, Ladislav Kvasz
DEPARTMENT OF MATHEMATICS AND MATHEMATICS EDUCATION, PEDAGOGICAL FACULTY, CHARLES UNIVERSITY
, Katja Maass
UNIVERSITY OF EDUCATION FREIBURG
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Selected stlye: APA
Artigue, M., Bosch, M., Doorman, M., Juhász, P., Kvasz, L., & Maass, K. (2020). Inquiry based mathematics education and the development of learning trajectories. Teaching Mathematics and Computer Science, 18(3), 63–89. https://doi.org/10.5485/TMCS.2020.0505
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Copyright (c) 2020 Michèle Artigue, Marianna Bosch, Michiel Doorman, Péter Juhász, Ladislav Kvasz, Katja Maass

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This work is licensed under a Creative Commons Attribution 4.0 International License.

This article is based on the panel on inquiry based mathematics education and the development of learning trajectories held at the VARGA 100 Conference. After an introduction presenting the theme and organization of the panel, this article focuses on the diversity of conceptualizations of inquiry based education existing today in mathematics education and their influence on the vision and development of learning trajectories. More precisely, it considers the conceptualizations respectively associated with Realistic Mathematics Education, Genetic Constructivism, Tamás Varga’s educational approach and the Anthropological Theory of the Didactic, presented by the panellists, and also shows the efforts undertaken in European projects to reach consensusal visions.

Subject Classification: 97C30Q, 97D10, 97D20, 97D30, 97D40, 97D50