MERIA – Conflict Lines: Experience with Two Innovative Teaching Materials
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Resumo
The design of inquiry-based tasks and problem situations for daily mathematics teaching is still a challenge. In this article, we study the implementation of two tasks as part of didactic scenarios for inquiry-based mathematics teaching, examining teachers’ classroom orchestra-tion supported by these scenarios. The context of the study is the Erasmus+ project MERIA – Mathematics Education: Relevant, Interesting and Applicable, which aims to encourage learning activities that are meaningful and inspiring for students by promoting the reinvention of target mathematical concepts. As innovative teaching materials for mathematics education in secondary schools, MERIA scenarios cover specific curriculum topics and were created based on two well-founded theories in mathematics education: realistic mathematics education and the theory of didactical situations. With the common name Conflict Lines (Conflict Lines – Introduction and Conflict Set – Parabola), the scenarios aim to support students’ inquiry about sets in the plane that are equidistant from given geometrical figures: a perpendicular bisector as a line equidistant from two points, and a parabola as a curve equidistant from a point and a line. We examine the results from field trials in the classroom regarding students’ formulation and validation of the new knowledge, and we describe the rich situations teachers may face that encourage them to proceed by building on students’ work. This is a crucial and creative moment for the teacher, creating opportunities and moving between students’ discoveries and the intended target knowledge.
Dados da obra
- Tipo
- Artigo
- Periódico
- Center for Educational Policy Studies Journal, v. 12, n. 1
- Editora
- University of Ljubljana
- Ano
- 2022
- Idioma
- en
- Palavras-chave
- inquiry-based mathematics teaching; realistic mathematics education; teaching scenarios; theory of didactic situations; Instructional Innovation; Instructional Materials; Teaching Methods; Mathematics Instruction; Inquiry; Active Learning; Secondary School Mathematics; Secondary School Students; Geometric Concepts; Mathematics Education; Foreign Countries
- Temas
- Currículo, Geometria
- DOI
- 10.26529/cepsj.987
- ISSN
- 2232-2647, 1855-9719
- Acesso
- Download disponível
- Fontes
- DOAJ — Directory of Open Access Journals; ERIC — Education Resources Information Center
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
ŠIPUŠ, Željka Milin et al.. MERIA – Conflict Lines: Experience with Two Innovative Teaching Materials. Center for Educational Policy Studies Journal, v. 12, n. 1, 2022. DOI: https://doi.org/10.26529/cepsj.987.
APA
Šipuš, Ž. M., Bašić, M., Doorman, M., Špalj, E., & Antoliš, S. (2022). MERIA – Conflict Lines: Experience with Two Innovative Teaching Materials. Center for Educational Policy Studies Journal, 12(1). https://doi.org/10.26529/cepsj.987
BibTeX
@article{sipus2022,
author = {Šipuš, Željka Milin and Bašić, Matija and Doorman, Michiel and Špalj, Eva and Antoliš, Sanja},
title = {MERIA – Conflict Lines: Experience with Two Innovative Teaching Materials},
year = {2022},
journal = {Center for Educational Policy Studies Journal},
volume = {12},
number = {1},
publisher = {University of Ljubljana},
doi = {10.26529/cepsj.987},
language = {en}
}RIS
TY - JOUR AU - Šipuš, Željka Milin AU - Bašić, Matija AU - Doorman, Michiel AU - Špalj, Eva AU - Antoliš, Sanja TI - MERIA – Conflict Lines: Experience with Two Innovative Teaching Materials PY - 2022 JO - Center for Educational Policy Studies Journal VL - 12 IS - 1 DO - 10.26529/cepsj.987 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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