Introducing guided mathematical inquiry in the classroom : Complexities of developing norms of evidence

Guided Mathematical Inquiry (GMI) supports the development of deep understandings about mathematics concepts as students learn to address inquiry questions with evidence-based claims. Developing an evidence-based focus has been shown to be problematic with children. This paper presents how a framework for evidence was developed through the expert knowledge of teachers experienced in GMI with components trialled and illustrated using a Year 3 classroom unit on measurement and geometry. This framework can be used to give insight into the complexity of an evidence-focus in mathematics and support further research