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Inquiry-based education means that the teacher in the classroom creates the conditions for pupils to inquire independently a part of knowledge which they are supposed to learn. This study is based on an analysis of several lessons of inquiry based mathematics education in primary classrooms, and its aim is to identify phenomena which characterize this culture of education and cause difficulties in its implementation. Problems used in our experiments had the character of (a) reviving the preconceptions of mathematical concepts that students know from everyday life, (b) using the already learned knowledge in new contexts. As an incentive for pupils’ inquiry was also used simulated incorrect solution. The process of inquiry in the classroom hinted at problems (a) with the formulation of learning objectives relevant to the valid curriculum, (b) with the management of pupils’ experiments designed to accomplish these objectives, (c) with respecting the individual differences of pupils. Implementation differed mainly according the level of autonomy the teacher allowed students, the teacher’s ability to cope with ambiguity and uncertainty, which appeared in a dialogue with the pupils, and a deeper insight into the structure of mathematics.

Badatelsky orientovaná výuka matematiky na 1. stupni základního vzdělávání