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dc.rights.licenseCC-BY-NC-ND
dc.contributor.advisorDoorman, L.M.
dc.contributor.authorDzhandemir, Sibel
dc.date.accessioned2022-09-13T00:00:42Z
dc.date.available2022-09-13T00:00:42Z
dc.date.issued2022
dc.identifier.urihttps://studenttheses.uu.nl/handle/20.500.12932/42765
dc.description.abstractPurpose – 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.sponsorshipUtrecht University
dc.language.isoEN
dc.subjectInvestigate the development of IBL practices in LS and foster the sustainability
dc.titleInquiry-Based Mathematics Teaching at Secondary level in Lesson Study
dc.type.contentMaster Thesis
dc.rights.accessrightsOpen Access
dc.subject.keywordsLesson study; Inquiry-based learning
dc.subject.courseuuScience Education and Communication
dc.thesis.id10576


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