The Effect Of Inquiry Based Learning On Pupils ' Understanding

Essential aspects that underpin the professional and dedicated educator include the revising of knowledge and experience, reflection, and an effort in understanding their students. Within mathematics, these skills are informed by the curriculum chosen, the students involved, and the pedagogy that is selected, that create the professional judgement cycle (as seen in Appendix One) (Department of Education and Training Western Australia [DETWA], 2013a). The more teachers understand about their students, the more they can adapt the learning environment to cater for these different learning approaches (Burns, 2010).

Make sense of problems and persevere in solving them- The importance of this principle is that students must be able to deeply understand a problem by themselves this ensure that the student can analyze the problem and plan on how the will solve it.

Mathematical activities at Ysgol Dolafon are delivered in accordance with pupil’s individual needs and great deal of emphasis is given to continuity of learning. Ample opportunity is provided for pupils to discuss their understanding of concepts as they progress and teachers are aware of the importance of eliminating any gaps in the children’s mathematical knowledge. The Welsh Assembly Government guideline for Mathematical Development maintains that: ‘It is crucial that gaps in children’s mathematical learning are avoided, so that children do not miss out on essential elements in their understanding of mathematical concepts’ (WAG 2008) and Ysgol Dolafon fully agrees with that statement.

Every day, mathematics is used in our lives. From playing sports or games to cooking, these activities require the use of mathematical concepts. For young children, mathematical learning opportunities are all around them. Knaus (2013) states that ‘Young children are naturally curious and eager to learn about their surroundings and the world they live in’ (pg.1). Children, young and old, and even adults, learn when they explore, play and investigate. By being actively involved, engaging in activities that are rich, meaningful, self-directed and offer problem solving opportunities, children given the chance to make connections with their world experiences (Yelland, Butler & Diezmann, 1999). As an educator of young children,

How are your lessons designed for student learning of mathematical concepts, procedures/algorithms, and mental math strategies through problem solving?

Ollerton, M. (2010) ‘Using problem-solving approaches to learn mathematics’ in Thompson, I. (ed.) Issues in Teaching Numeracy in Primary Schools (2nd edn), Maidenhead, Open University Press

The primary goal of the lesson sequence was to actively engage students through fostering problem solving skills and develop conceptual understanding about mathematics. Consequently a range of authentic learning experiences that aimed to actively engage learners through the use of real life contexts, concrete materials and peer collaboration was incorporated in the lessons. The purpose of designing authentic learning experiences was to enthral students in true mathematical problem solving. Fisher, (2005) supports this theory by stating ‘The true use of maths is seen in its application to real-life problems. The activities throughout the lesson plan were intended to support students in actively constructing knowledge by completely immersing students in relevant and authentic learning experiences to become an expert on the content.

There are several parallel thoughts concerning the mathematical learning process. NCTM Standard 1: Mathematics as Problem Solving outlines the expectations for students to refine their method of problem-solving by investigation and integration of

The National curriculum states that in Mathematics teachers should use every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is

The school worked on a year and a half form entry basis and so classes were generally small. During numeracy children were divided into three ability groups and each group was taught separately. My partner and I (Miss M) worked with the lower ability group. Ofsted (2009) noted that the ‘arrangements for teaching numeracy in smaller groups have had a dramatic effect on pupils' progress, improving mathematics from a relative weakness to one of the school's strengths.’ However, doing so may mean that children know that very little is expected from them. According to Cockburn (1999, p15) ‘if a child is labelled as not being able or lacking in confidence, it may not be very long before that child ceases to perform to the best of their abilities.’

Educators and scholars draw upon data from many sources and on different subjects to illuminate current issues and trends in educational institutions. These subjects may include data from demography, health, education, culture and environment as well as government institutions and national databases. Educators and scholars use various research methods to collect, analyse and critique their findings to support or refute the topic of inquiry they are undertaking. Many researchers will commonly use the published data of others in the same manor to reinforce/support or counter argue their standing in a subject area.

In “Teaching Kids Why Math Matters” Donaldson said, “A person 's success in life depends on how well she can solve problems. No matter what her career or life situation, she’ll find satisfaction

Inquiry is an interactive way of learning. Students are actively engaged in their studies. Inquiry involves student-centered activities focusing on questioning, exploring, and posing explanations. The goal of inquiry is to introduce a new way of learning where students can learn about the world around them through active engagement in real-life examples. Inquiry based learning can be incorporated into all academic subjects throughout the curriculum. Science could possibly be the most effective subject to incorporate inquiry.

Maths is ubiquitous in our lives, but depending on the learning received as a child it could inspire or frighten. If a child has a negative experience in mathematics, that experience has the ability to affect his/her attitude toward mathematics as an adult. Solso (2009) explains that math has the ability to confuse, frighten, and frustrate learners of all ages; Math also has the ability to inspire, encourage and achieve. Almost all daily activities include some form of mathematical procedure, whether people are aware of it or not. Possessing a solid learning foundation for math is vital to ensure a lifelong understanding of math. This essay will discuss why it is crucial to develop in children the ability to tackle problems with initiative and confidence (Anghileri, 2006, p. 2) and why mathematics has changed from careful rehearsal of standard procedures to a focus on mathematical thinking and communication to prepare them for the world of tomorrow (Anghileri).

* Inquiry-based instruction is a student-centered and teacher-guided instructional approach that engages students in investigating real world questions that they choose within a broad thematic framework.