At Avenor, teachers are constantly exploring new ways to make learning meaningful and relevant. Recently, they participated in a workshop led by Patrick Renouf, an international expert in mathematics pedagogy, focused on Concept-Based Inquiry (CBI) – a method that changes the way students understand and apply mathematics.
The event, organized as part of the PACT for IMPACT – Applied Projects in Transdisciplinary Contexts initiative, funded through Romania’s National Recovery and Resilience Plan (PNRR), provided teachers with practical insights on how to transform mathematics teaching into an experience of discovery and deep thinking.
Teachers from Avenor and Gheorghe Vernescu School in Râmnicu Sărat, a project partner, took part in the workshop. More details on this teaching approach and its classroom benefits come from Ramona Mucenic, Acting Head of Primary School.
A New Philosophy in Teaching Mathematics
The focus of the workshop – “Teaching Mathematics through Concept-Based Inquiry (CBI)” – invited teachers to move beyond formulas and algorithms. CBI starts with thought-provoking questions and the exploration of “big ideas” to help students uncover the rules that govern mathematics, rather than just applying them mechanically.
“Mathematics is not about speed, it’s about understanding,” emphasized Patrick Renouf, summarizing the essence of this approach. Rather than giving answers, teachers create discovery-based contexts, ask questions that stimulate thinking, and guide students’ investigations.
“CBI turns mathematics into a story about ideas and connections. Instead of learning formulas, we learn how the world works through mathematics,” explains Ramona Mucenic, Acting Head of Primary School. “It’s a profound shift in perspective, because we teach children to think, not just to memorize.”
From Algorithms to Meaning
CBI involves inductive learning – students observe patterns, formulate rules, and test them. This method brings learning closer to students through curiosity and relevance (lessons start from authentic questions connected to their world); autonomy (students investigate, form hypotheses, explain their reasoning); success for all (tasks with different difficulty levels allow every student to succeed and progress); and reflective feedback, not just grades, supporting intrinsic motivation.
“Students feel they are learning something that matters and that they are truly heard and challenged to think. They become explorers of mathematical ideas, not just children solving exercises. They engage when learning is authentic, when they see relevance in their daily lives, and when they have the freedom to explore,” explains Ramona Mucenic.
During the workshop, teachers experienced this method firsthand: working with manipulatives, analyzing tasks with multiple levels of difficulty, and designing lessons based on conceptual questions. The goal: logical, relevant, and enjoyable mathematics where every student can succeed and progress.
Teachers’ Feedback: Inspiration and Rediscovery
For participating teachers, the experience was transformative. They appreciated Patrick Renouf’s energy and clarity, the practical and interactive nature of the sessions, and the examples of model lessons from real classrooms.
“What inspired us most was the idea that mathematics is about thinking, not speed. That every child can excel in mathematics if we give them time and the right context to understand,” summarized Ramona Mucenic.
Aligning with Avenor’s Philosophy
For Avenor, this workshop aligns perfectly with the school’s educational philosophy of meaningful learning through connections and real-world applicability. The session with Patrick Renouf provided the methodological framework to turn this vision into practice: planning lessons around conceptual questions, inclusive tasks, and fostering a culture of reflective thinking.
It also supports the broader objectives of the PACT for IMPACT project – developing mathematical literacy, critical and creative thinking, and continuous teacher development.
Long-Term Impact: From Critical Thinking to Confidence
CBI does more than change how mathematics is taught; it reshapes students’ approach to learning in general.
“When we teach children to seek meaning, ask questions, and explain their reasoning, we nurture a mindset that goes beyond mathematics. It becomes a life lesson in perseverance, curiosity, and self-confidence,” says Ramona Mucenic.
Over time, this approach helps students become critical thinkers, capable of applying knowledge in real-life contexts, embracing mistakes as learning opportunities, and seeing mathematics as a friend rather than a barrier.
“We want our students not to fear the unknown, but to explore it. Mathematics is just one of the ways we teach them that,” adds Ramona.
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The workshop “Teaching Mathematics through Concept-Based Inquiry” was organized as part of the PACT for IMPACT – Applied Projects in Transdisciplinary Contexts, funded through Romania’s National Recovery and Resilience Plan (PNRR).
The project seeks to fundamentally transform how mathematics is taught and learned at the primary level. It emphasizes the development of mathematical literacy alongside critical and creative thinking skills, while offering teachers ongoing professional development, mentorship, and co-teaching opportunities. Its transdisciplinary approach is designed to link mathematics to real-world contexts, making the subject more engaging and accessible for students. We also aim to create innovative educational models that can be replicated in any school across Romania.
