RT info:eu-repo/semantics/article
T1 Inquiry-based mathematics education and attitudes towards mathematics: tracking profiles for teaching
A1 Gómez-Chacón, Inés M.
A1 Bacelo, Adrián
A1 Marbán, José M.
A1 Palacios, Andrés
K1 Attitude towards mathematics
K1 Perceived utility of mathematics
K1 Inquiry-based mathematics education
K1 58 Pedagogía
AB 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.
PB Springer
SN 1033-2170
YR 2023
FD 2023
LK https://uvadoc.uva.es/handle/10324/81028
UL https://uvadoc.uva.es/handle/10324/81028
LA eng
NO Gómez-Chacón, I.M., Bacelo, A., Marbán, J.M. et al. Inquiry-based mathematics education and attitudes towards mathematics: tracking profiles for teaching. Math Ed Res J 36, 715–743 (2024). https://doi.org/10.1007/s13394-023-00468-8
NO Producción Científica
DS UVaDOC
RD 12-ene-2026