Abstract
This article explores two pedagogical moves—preliminary experiences and spotlighting—that enhance teaching mathematics through structured inquiry. Drawing on reflections from a PhD study on task-first lesson structures and insights from the EMC3 project, the article addresses two dilemmas: activating student thinking without direct instruction and scaffolding exploration while maintaining student agency. Using a Year 5/6 multiplication task as an illustrative case, the article demonstrates how preliminary experiences prime students for productive struggle, while spotlighting strategically scaffolds learning through peer discussion. These approaches provide practical strategies for educators seeking to implement structured inquiry effectively in primary mathematics classrooms.
| Original language | English |
|---|---|
| Pages (from-to) | 5-11 |
| Number of pages | 7 |
| Journal | Prime Number |
| Volume | 40 |
| Issue number | 1 |
| Publication status | Published - 2025 |
Keywords
- Mathematics education
- Structured inquiry
- Problem solving
- Cognitive activation
- Teacher noticing
- Spotlighting