Utilizing a three-phased didactical model in a continuous professional development program for the implementation of inquiry-based mathematics teaching

Inquiry-based mathematics teaching (IBMT) has a potential to motivate and develop students' mathematical competencies but proves challenging for teachers to implement. This paper presents results from a continuing professional development (CPD) project focusing on implementing IBMT through lesson study cycles centered around a three-phased model for IBMT. A framework of essential IBMT-ingredients was used to identify essential IBMT-ingredients and challenges related to this. Our analysis shows teachers adopting IBMT-values and implementing the structure from the three-phased model. They succeed in initiating and engaging students in inquiry, thus creating opportunities for dialogue, justification and shared reflections. However, the latter rarely happens. This highlights the need to find ways to consistently support teachers in managing student responses through dialogue and facilitating whole-class discussions based on students' mathematical thinking.