Inquiry activities are not for everyone: teachers’ beliefs and professional development
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study investigates teachers’ beliefs about the inquiry-based learning approach in mathematics. In particular, as the first research problem, it addresses teachers’ beliefs about the appropriateness of inquiry activities for all students, after three years of attendance in a professional development programme, focused on inquiry. As a second research problem, it studies the evolution of teachers’ beliefs and practices, during their fourth year of attendance of the programme. The results show that, at the beginning of the fourth year, the teachers, despite thinking that inquiry activities in mathematics have several valuable aspects, held the belief that they are not appropriate for all the students, but only for the high-achieving ones. The two case studies, analysed to address the second problem, refer to two teachers with different outcomes of their developmental paths. During the fourth year, in which the teachers have been invited to experiment with inquiry activities in their whole classes, one of them accepted the challenge and, as a consequence, had the opportunity to change both her practices and her beliefs. The second teacher, instead, continued to propose inquiry activities only to her high-achieving students and, consequently, showed no signs of change, either in her practices, nor in her beliefs.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it