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In this article, we study the implementation of two tasks as part of didactic scenarios for inquirybased mathematics teaching, examining teachers’ classroom orchestration supported by these scenarios. The context of the study is the Erasmus+ project MERIA – Mathematics Education: Relevant, Interesting and Applicable, which aims to encourage learning activities that are meaningful and inspiring for students by promoting the reinvention of target mathematical concepts. As innovative teaching materials for mathematics education in secondary schools, MERIA scenarios cover specific curriculum topics and were created based on two well-founded theories in mathematics education: realistic mathematics education and the theory of didactical situations. With the common name Conflict Lines (Conflict Lines – Introduction and Conflict Set – Parabola), the scenarios aim to support students’ inquiry about sets in the plane that are equidistant from given geometrical figures: a perpendicular bisector as a line equidistant from two points, and a parabola as a curve equidistant from a point and a line. We examine the results from field trials in the classroom regarding students’ formulation and validation of the new knowledge, and we describe the rich situations teachers may face that encourage them to proceed by building on students’ work. This is a crucial and creative moment for the teacher, creating opportunities and moving between students’ discoveries and the intended target knowledge.  \nKeywords: inquiry-based mathematics teaching, realistic mathematics education, teaching scenarios, theory of didactic situations  \n1 *Corresponding Author. Department of Mathematics, Faculty of Science, University of Zagreb, Croatia; [milin@math.hr](milin@math.hr).  \n2 Department of Mathematics, Faculty of Science, University of Zagreb, Croatia.  \n3 Freudenthal Institute, Utrecht University, Netherlands.  \n4 XV. gimnazija, Zagreb, and Department of Mathematics, Faculty of Science, Croatia.  \n104 meria – conflict lines: experience with two innovative teaching materials  \nMERIA – Razmejitvene črte: izkušnje z dvemainovativnima učnima gradivoma  \nŽeljka Milin Šipuš, Matija Bašić, Michiel Doorman, Eva Špalj in Sanja Antoliš  \n• Oblikovanje preiskovalnih nalog in problemskih situacij pri dnevnempoučevanju matematike je še vedno izziv. V tem prispevku prikazujemo vključevanje dveh nalog v pouk matematike kot primera didaktičnih scenarijev preiskovalnega načina poučevanja matematike in analizoučiteljevih implementacij teh scenarijev v svojih razredih. Prispevek jenastal pod okriljem Erasmus+, projekta MERIA – matematično izobraževanje: relevantno, zanimivo in uporabno, katerega cilj je spodbujatiučne situacije, ki imajo za učence pomen, so zanje motivirani, saj omogočajo samostojno odkrivanje izbranih matematičnih pojmov. Scenariji MERIA kot inovativno učno gradivo za matematično izobraževanje vsrednjih šolah zajemajo izbrane vsebine učnega načrta in temeljijo nadveh dobro utemeljenih teorijah matematičnega izobraževanja: realistična matematika in teorija didaktičnih situacij. S splošnim imenom Razmejitvene črte (razmejitvene črte – uvod in razmejitvena množica – parabola) je namen scenarijev podpreti preučevanje študentov omnožicah točk v ravnini, ki so enako oddaljeni od danih geometrijskihobjektov: pravokotnica kot premica, ki je enako oddaljena od dveh točk, ter parabola kot krivulja, ki je enako oddaljena od točke in premice. V prispevku prikazujemo proces učenčevega oblikovanja znanja in učne situacije, ki za učitelja predstavljajo dobro izhodišče za nadgrajevanjeučenčevega znanja. Prepoznavanje takih situacij je ključno, saj ustvarjajo prostor za nove priložno","cbCaioHiE06oQVgm","https://ap.wps.com/l/cbCaioHiE06oQVgm","pdf",489094,22,"English","# Introduction\n# Inquiry-based mathematics teaching and MERIA context\n## Conflict Lines scenarios and targeted mathematical ideas\n## Classroom orchestration and field trial outcomes","[{\"question\":\"What are the two innovative teaching materials studied in this paper?\",\"answer\":\"The paper studies two inquiry-based tasks presented through the MERIA didactic scenarios collectively named Conflict Lines: Introduction and Conflict Set - Parabola.\"},{\"question\":\"Which mathematical ideas do the Conflict Lines scenarios address?\",\"answer\":\"They support students’ inquiry about sets in the plane equidistant from given geometric figures, using a perpendicular bisector (equidistant from two points) and a parabola (equidistant from a point and a line).\"},{\"question\":\"How does the study investigate classroom implementation?\",\"answer\":\"It examines field trial results regarding students’ formulation and validation of new knowledge and describes the situations teachers face that encourage building on students’ work.\"}]","MERIA – Conflict Lines - Experience with Two Innovative Teaching Materials | PDF",1792088536,55]