出版社：University of Belgrade, Teacher Education Faculty
摘要：This paper analyses the attempts of an experienced mathematics teacher to apply principles of inquiry based teaching in her practice upon receiving training on the topic.Results of the analysis of teacher’s practices based on her reflective accounts,lesson plan forms and observations of videotaped lessons show that the teacher devotes very little time to non–instructional activities,while instructional ones are in line with activities presumed to be part of the inquiry approach.With respect to the particular Components of Inquiry difference between the two observed lessons was found for the Explain phase of the lesson,although both Explore and Explain phases were consistently coded as higher level order (e.g.students were focused on problem solving,combining and constructing new ideas).The process was also followed by appropriate discursive patterns.Results are discussed in the light of the training received and possible improvements to be made.
关键词：mathematics;inquiry based learning;teacher
其他关键词：математика;истраживачки приступ у настави;наставник.
