Students in a mathematical community of inquiry: What do they think

This study examines the views held by students from an inquiry classroom. Individual interviews were used to explore views held by a group of 9-11 year old students towards explanation and justification of their mathematical reasoning. Responses indicated that the students viewed explanations as thinking tools. Challenge, questioning and debate were viewed as opportunities to re-construct mathematical thinking. The study emphasises the need for a safe, power sharing environment to support student construction of positive mathematical attitudes and dispositions. In the past decade language and communication has taken an increasingly important role in mathematics education. The New Zealand Mathematics curriculum document maintains that as students solve problems they should “express ideas, and listen and respond to the ideas of others ” (Ministry of Education, 1992, p.9). Internationally there has also been increased attention paid to the role of communication (National Council of Teachers of Mathematics, 2000). Peressini and Knuth (2000) argue that communication is a way to make implicit mathematical ideas explicit to all students. These researchers promote a need for classrooms in which students make conjectures and justify their claims and in this wa