ERIC EJ1085727: Using Inquiry Based Learning to pdf

ERIC EJ1085727: Using Inquiry Based Learning to

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This paper, which draws on action research methodology, explores the use of inquiry-based learning (IBL) in the teaching of mathematics to students with social, emotional and behavioural difficulties (SEBD). The year-long study was conducted in a Form 3 secondary class that grouped 13 male students with SEBD in a Maltese secondary school. After first creating an IBL-friendly classroom environment in the initial months, the actual implementation of IBL pedagogy in class began in the second term and spread over a 15 week period. The data included teacher observations that were recorded in a reflective research journal, two sessions of in-depth interviews with students, student journal writing, samples of students’ work and student marks in the school-based half-yearly and annual mathematics examinations. The findings indicate that the use of IBL in the mathematics classroom can benefit students with SEBD in a number of ways. These include infusing a sense of enjoyment during lessons, improved student behaviour and motivation to learn, and facilitating the learning of mathematics which generally translated in higher achievement levels

• Creator/s: ERIC
• Date: 2014-11
• Year: 2014
• Book Topics/Themes: ERIC Archive, Foreign Countries, Inquiry, Mathematics Instruction, Teaching Methods, Secondary School Students, Males, Behavior Disorders, Behavior Problems, Emotional Disturbances, Antisocial Behavior, Program Implementation, Observation, Reflection, Journal Writing, Semi Structured Interviews, Grades (Scholastic), Mathematics Tests, Program Effectiveness, Learner Engagement, Student Behavior, Student Improvement, Mathematics Achievement, Learning Motivation, Qualitative Research, Student Journals, Camenzuli, Jonathan|Buhagiar, Michael A

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