Teacher's scaffolding over the year to develop norms of mathematical inquiry in a primary classroom

Abstract

Developing mathematical inquiry practices requires that teachers are explicit about classroom norms that support these practices. In this study, we asked: How can a teacher scaffold the development of norms and practices in mathematical inquiry over time? Analysis of classroom video over a year showed that the teacher constantly diagnosed classroom norms and responsively used strategies to improve them. By the end of the year, there was evidence of inquiry norms and practices independent of the teacher’s presence.