Teachers’ Perspective of Mathematical Analysis with Q&A Maps

We study the perspective of teachers with experience in design and implementation of inquiry-based mathematics teaching. We focus on the ways the selected teachers consider mathematical analysis and the role that tools from ATD might have in supporting them in their own inquiry on teaching. In particular, we study the potential of the Q&A maps and the various dialectics. Our findings show that after involvement in inquiry-oriented projects, the teachers value collaboration with colleagues and researchers, and shift their style of teaching towards the paradigm of questioning the world.