Inquiry-based mathematics teaching in practice: a case of a three-phased didactical model

International audienceDuring the latest decades, inquiry-based teaching (IBMT) has become one of the top issues at the agenda for educational politics. IBMT is seen as having a potential for enhancing the students' motivation for and appreciation of mathematics as a field of activity and as a tool for understanding the world. IBMT can be conceptualized and operationalized in different ways. In this paper, we focus on a three-phased didactical model for IBMT, which can frame the students' inquiry in and with mathematics, and support the teachers' planning and implementation of an inquiry based activity. More specifically, we present a case study of how the use of the didactical model can facilitate the implementation of IBMT, and what are the challenges that remain and need to be addressed