Inquiry-Based Mathematics Teaching at Secondary level in Lesson Study

Abstract

Purpose – Investigate the development of IBL practices in LS and foster the sustainability Design/methodology/approach – Qualitative research based on reflection reports, questionnaires, and interviews Findings – Teachers’ Understanding of IBL and students doing inquiries have the potential to improve in LS. Practical implications – Inquiry-based teaching in Lesson study is essential for teachers to own the teaching method and sustain it in their class after the project end. Social implications – Inquiry-based mathematics teaching is important to develop the 21st-century skills of students and prepare them for the requirement of today’s knowledge-based economies. Originality/value – LS practices have a specific teaching method in focus.