Inquiry-Based Learning Practices in Lower-Secondary Mathematics Education Reported by Students from China and the Netherlands

Artigo2021

Luhuan Huang; Michiel Doorman; Wouter van Joolingen

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Resumo

Inquiry-based learning (IBL) emphasizes learning through experiencing and constructing. Where IBL is often applied in science education, the conceptualization of IBL practices in mathematics education is less obvious. We compared students' reports on IBL practices in two different teaching cultures as an attempt to better understand IBL practices in connection with overarching teaching cultures. In this study, we investigated IBL practices in lower-secondary mathematics lessons in the Beijing area and the Netherlands through a survey about the experiences and preferences of 858 Chinese students and 441 Dutch students. Results show that students from the Beijing sample reported experiencing IBL activities in most mathematics lessons, while students from the Dutch sample reported them in some lessons, and both preferred the same amount of IBL activities as they experienced. The Dutch sample reported little experience with posing questions to tackle. The study also suggests a correlation between IBL experience and IBL preference of each class: students with more IBL experience are likely to show a higher preference for IBL activities. Results of this study do not confirm expectations based on stereotypes about the two teaching cultures. The students' perspective in both samples suggests that providing complex problems and organizing group work have potential for further encouraging IBL in mathematics.

Dados da obra

Tipo: Artigo
Periódico: International Journal of Science and Mathematics Education
Ano: 2021
Idioma: en
Palavras-chave: Inquiry; Active Learning; Secondary School Students; Mathematics Education; Student Attitudes; Foreign Countries; Student Experience; Comparative Education
ISSN: 1571-0068
Acesso: Metadados apenas
Fontes: ERIC — Education Resources Information Center
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
HUANG, Luhuan; DOORMAN, Michiel; VAN JOOLINGEN, Wouter. Inquiry-Based Learning Practices in Lower-Secondary Mathematics Education Reported by Students from China and the Netherlands. International Journal of Science and Mathematics Education, 2021. Disponível em: http://dx.doi.org/10.1007/s10763-020-10122-5. Acesso em: 5 nov. 2026.

APA

Huang, L., Doorman, M., & van Joolingen, W. (2021). Inquiry-Based Learning Practices in Lower-Secondary Mathematics Education Reported by Students from China and the Netherlands. International Journal of Science and Mathematics Education. http://dx.doi.org/10.1007/s10763-020-10122-5

BibTeX

@article{huang2021,
  author = {Huang, Luhuan and Doorman, Michiel and van Joolingen, Wouter},
  title = {Inquiry-Based Learning Practices in Lower-Secondary Mathematics Education Reported by Students from China and the Netherlands},
  year = {2021},
  journal = {International Journal of Science and Mathematics Education},
  url = {http://dx.doi.org/10.1007/s10763-020-10122-5},
  language = {en}
}

RIS

TY  - JOUR
AU  - Huang, Luhuan
AU  - Doorman, Michiel
AU  - van Joolingen, Wouter
TI  - Inquiry-Based Learning Practices in Lower-Secondary Mathematics Education Reported by Students from China and the Netherlands
PY  - 2021
JO  - International Journal of Science and Mathematics Education
UR  - http://dx.doi.org/10.1007/s10763-020-10122-5
LA  - en
ER  -

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