dc.rights.license | CC-BY-NC-ND | |
dc.contributor.advisor | Doorman, L.M. | |
dc.contributor.author | Dzhandemir, Sibel | |
dc.date.accessioned | 2022-09-13T00:00:42Z | |
dc.date.available | 2022-09-13T00:00:42Z | |
dc.date.issued | 2022 | |
dc.identifier.uri | https://studenttheses.uu.nl/handle/20.500.12932/42765 | |
dc.description.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. | |
dc.description.sponsorship | Utrecht University | |
dc.language.iso | EN | |
dc.subject | Investigate the development of IBL practices in LS and foster the sustainability | |
dc.title | Inquiry-Based Mathematics Teaching at Secondary level in Lesson Study | |
dc.type.content | Master Thesis | |
dc.rights.accessrights | Open Access | |
dc.subject.keywords | Lesson study; Inquiry-based learning | |
dc.subject.courseuu | Science Education and Communication | |
dc.thesis.id | 10576 | |