Inquiry-based mathematics education and attitudes towards mathematics: tracking profiles for teaching

Research on the relationships between the main constructs underlying inquiry-based learning is rarely reported in mathematics education research. Considering this as a complex problem which is worth to be investigated, the present study aims to provide some empirical evidences that might serve as an...

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Authors: Gómez Chacón, Inés María, Bacelo Polo, Adrián, Marbán, José María, Palacios, Andrés
Format: article
Publication Date:2023
Country:España
Institution:Universidad Complutense de Madrid (UCM)
Repository:Docta Complutense
Language:English
OAI Identifier:oai:docta.ucm.es:20.500.14352/87282
Online Access:https://hdl.handle.net/20.500.14352/87282
Access Level:Open access
Keyword:51:37
Attitude towards mathematics
Perceived utility of mathematics
Inquiry-based mathematics education
Enseñanza de las Matemáticas
58 Pedagogía
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spelling Inquiry-based mathematics education and attitudes towards mathematics: tracking profiles for teachingGómez Chacón, Inés MaríaBacelo Polo, AdriánMarbán, José MaríaPalacios, Andrés51:37Attitude towards mathematicsPerceived utility of mathematicsInquiry-based mathematics educationEnseñanza de las Matemáticas58 PedagogíaResearch on the relationships between the main constructs underlying inquiry-based learning is rarely reported in mathematics education research. Considering this as a complex problem which is worth to be investigated, the present study aims to provide some empirical evidences that might serve as an insight to support further investigations on the relationships between attitudes towards mathematics and inquiry-based learning approaches. Thus, this study adopts a descriptive research design where no variables are manipulated but observed and measured in order to identify changes depicted in data collection. An instructional design focusing on the nature of mathematical inquiry is carried out with the participation of 304 secondary and high school students, and a clustering approach is used to look at how participants are grouped around certain attitudinal profiles before and after such mathematical practice. The results show how the heterogeneity of attitudinal profiles present in the classroom evolves positively in terms of perceived usefulness of mathematics and mathematical self-concept as perception of competence in mathematics. This fact provides some basis that might be used for further research on the idea that certain forms of development in inquiry-based mathematics education (IBME) based on greater immersion in the nature and culture of mathematics can help students to improve their attitudes towards mathematics.SpringerUniversidad Complutense de Madrid20232023-07-1820232023-07-18journal articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/20.500.14352/87282reponame:Docta Complutenseinstname:Universidad Complutense de Madrid (UCM)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2Attribution 4.0 Internationalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:docta.ucm.es:20.500.14352/872822026-06-02T12:44:21Z
dc.title.none.fl_str_mv Inquiry-based mathematics education and attitudes towards mathematics: tracking profiles for teaching
title Inquiry-based mathematics education and attitudes towards mathematics: tracking profiles for teaching
spellingShingle Inquiry-based mathematics education and attitudes towards mathematics: tracking profiles for teaching
Gómez Chacón, Inés María
51:37
Attitude towards mathematics
Perceived utility of mathematics
Inquiry-based mathematics education
Enseñanza de las Matemáticas
58 Pedagogía
title_short Inquiry-based mathematics education and attitudes towards mathematics: tracking profiles for teaching
title_full Inquiry-based mathematics education and attitudes towards mathematics: tracking profiles for teaching
title_fullStr Inquiry-based mathematics education and attitudes towards mathematics: tracking profiles for teaching
title_full_unstemmed Inquiry-based mathematics education and attitudes towards mathematics: tracking profiles for teaching
title_sort Inquiry-based mathematics education and attitudes towards mathematics: tracking profiles for teaching
dc.creator.none.fl_str_mv Gómez Chacón, Inés María
Bacelo Polo, Adrián
Marbán, José María
Palacios, Andrés
author Gómez Chacón, Inés María
author_facet Gómez Chacón, Inés María
Bacelo Polo, Adrián
Marbán, José María
Palacios, Andrés
author_role author
author2 Bacelo Polo, Adrián
Marbán, José María
Palacios, Andrés
author2_role author
author
author
dc.contributor.none.fl_str_mv Universidad Complutense de Madrid
dc.subject.none.fl_str_mv 51:37
Attitude towards mathematics
Perceived utility of mathematics
Inquiry-based mathematics education
Enseñanza de las Matemáticas
58 Pedagogía
topic 51:37
Attitude towards mathematics
Perceived utility of mathematics
Inquiry-based mathematics education
Enseñanza de las Matemáticas
58 Pedagogía
description Research on the relationships between the main constructs underlying inquiry-based learning is rarely reported in mathematics education research. Considering this as a complex problem which is worth to be investigated, the present study aims to provide some empirical evidences that might serve as an insight to support further investigations on the relationships between attitudes towards mathematics and inquiry-based learning approaches. Thus, this study adopts a descriptive research design where no variables are manipulated but observed and measured in order to identify changes depicted in data collection. An instructional design focusing on the nature of mathematical inquiry is carried out with the participation of 304 secondary and high school students, and a clustering approach is used to look at how participants are grouped around certain attitudinal profiles before and after such mathematical practice. The results show how the heterogeneity of attitudinal profiles present in the classroom evolves positively in terms of perceived usefulness of mathematics and mathematical self-concept as perception of competence in mathematics. This fact provides some basis that might be used for further research on the idea that certain forms of development in inquiry-based mathematics education (IBME) based on greater immersion in the nature and culture of mathematics can help students to improve their attitudes towards mathematics.
publishDate 2023
dc.date.none.fl_str_mv 2023
2023-07-18
2023
2023-07-18
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/20.500.14352/87282
url https://hdl.handle.net/20.500.14352/87282
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Springer
publisher.none.fl_str_mv Springer
dc.source.none.fl_str_mv reponame:Docta Complutense
instname:Universidad Complutense de Madrid (UCM)
instname_str Universidad Complutense de Madrid (UCM)
reponame_str Docta Complutense
collection Docta Complutense
repository.name.fl_str_mv
repository.mail.fl_str_mv
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