Adaptive instruction in an inquiry-based mathematics and digitally rich classroom – multiple perspectives

Osama Swidan, Ferdinando Arzarello

Research output: Contribution to journalArticlepeer-review


The aim of this special issue is to illuminate the issue of adaptive instruction in a secondary school classroom, in which mathematics teaching is pursued through an inquiry-based approach. The data that the authors were asked to comment upon was presented in the form of a video recording, filmed in a 9th grade classroom in 2017. The video clip was shared between scholars, who were invited to a three-day seminar in Tel Aviv in January 2020 to share their ideas about adaptive instruction from different prespectives. In this special issue, different research questions, theoretical approaches, and methodological lenses are used to focus on didactic, cognitive, semiotic, and argumentative features of classroom episodes. We discuss the insights provided by each of these different treatments, identify the commonalities and dissimilarities of the different approaches, and bring out the specific contribution of each towards understanding adaptive instruction in the context of inquiry-based mathematics.

Original languageEnglish
Article number100962
JournalJournal of Mathematical Behavior
StatePublished - 1 Jun 2022


  • Adaptive instruction
  • Digital rich classroom
  • Inquiry-based mathematics

All Science Journal Classification (ASJC) codes

  • Education
  • Applied Psychology
  • Applied Mathematics


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