Analysis on High School Mathematics Teachers’ Inquiry Teaching Behaviors: The Perspective of Textbook Use

Yun LIU

Abstract


In order to facilitate teaching approach reforms of high school mathematics, quite many inquiry-related tasks are designed in China high school mathematics textbooks and interspersed in mathematical concepts and propositions formation. To investigate teachers’ useage of those inquiry-related tasks, 16 new lessons which inlove 69 iquiry-related tasks of high school mathematics textbooks are collected, and the teaching status of those inquiry-related tasks are analyzed from inquiry subject, inquiry interaction, level of inquiry openness, process skills and adaptation degrees of textbooks. Three conclusions are drawn as follows: teachers prefer to adopt traditional teaching approaches to teach inquiry-related tasks; in the process of teaching, students mainly use basic process skills to fulfill those inquiry-related tasks; most teachers use those inquiry-related tasks without adaptation.


Keywords


High school mathematics class; Inquiry teaching behavior; Inquiry-related tasks of textbook; Textbook use

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References


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DOI: http://dx.doi.org/10.3968/7428

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