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Teacher Professional Development

PRIMAS Module 4 – Asking Questions that encourage IBL

By February 2024May 13th, 2024No Comments

Module 4 is all about asking questions. It deals with activities that are designed to help teachers reflect on characteristics of their questioning, leading to students reflecting on, thinking about and reasoning their anwers. It also helps teachers learn how to make students feel comfortable giving longer, thoughtful answers without worrying about making mistakes. This unit also includes reflecting on the value of showing students what reasoning means by ‘thinking aloud’.

This module includes a session guide and handout for teachers as well as two video sequences showing a classroom sequence and a reflective practice situation.

Video Activity C
Video Activity E

About Primas
The Primas Project ran from 2010-2013 and was funded under the EU´s 7th Framework Programme for Research. An important part of the work of PRIMAS has been to provide teachers with professional development programmes that can support them in integrating and applying inquiry-based learning approaches in their mathematics and science classrooms.

A total of 7 modules have been developed. These modules deal with some of the pedagogical challenges that arise when introducing IBL activities to the classroom. The intention is that, as part of the Professional Development (PD) process, teachers will plan inquiry-based lessons to use with their own class and, at a later meeting, report back on their experiences.

Click here for other modules in this project.

Copyright: Centre for Research in Mathematics Education, University of Nottingham (responsible for content: ICSE, Director: Prof. Dr. Katja Maass)
Image source: Own illustration (ICSE)
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Teacher Professional Development
Guiding Themes
Inquiry-based learning, Reallife Problems
Guiding ideas /
Content-related competences
Number - Variable - Operation, Measuring, Functional Relationship, Data and probability
Primas Project: Centre for Research in Mathematics Education, University of Nottingham