Managing the Tensions in Connecting Students' Inquiry with Learning Mathematics in School
Difficulties in introducing and accepting revised means of teaching take place when learners are not informed about the advantages of engaging with new surroundings or are vigorously attached with the conventional “things.” This chapter supports this assumption through an investigation of students' behavior, possible mental processes and performance outcome with the presence of the mathematical software known as The Geometric Supposers. This is a simulation of teachers who strive to encourage students to participate in school activities. Having collected sufficient information, the author focuses on three teaching activities: facilitating interactive class discussion; inferring from the language of learners and linking it with the standards of the discipline; and exploring mathematics and science in general with respect to student inquiry. Although academic exploration does not necessarily imply understanding, this enterprise is believed to play a vital role in the comprehension of complex mathematical and scientific concepts by learners.
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