Primerjava dveh interdisciplinarnih, na učenca usmerjenih učnih pristopov za vpeljavo na področje matematike

In this article, we compare two approaches to learning: inquiry-based learning (IBL) introduced recently in Slovenian mathematics education and problem-based learning (PBL) that has not often been used in this educational field. Common characteristics of both interdisciplinary approaches are emphasised and the main differences of both active and student-centred approaches are analysed. The problem triggers new statistical contents that need to be learned by students in ‘gymnasium’. We offer criticism of the non-unique translations of the two approaches in the Slovenian education sphere. A specific study of the scientific literature allows conclusions on which approach is more appropriate for mathematics in comparison to the field of science, how often these two learning fields are interdisciplinary connected and which trends emerge shown in 5-year periods. A comparison of the IBL and PBL approaches reveals differences in the educational level of inclusion, the interdisciplinary integration of fields, the research method most often used and the study participants. We list some disadvantages of this research and hope to encourage other researchers and teachers to work further in this field. Qualitative analysis of the IBL and PBL approaches revealed shortcomings in the recent inclusion of such an approach in the field of mathematics and also gives guidelines for successful interdisciplinary mathematics teaching.