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Using Inquiry in Mathematics Classes for More Effective Learning

Michael Roman

EDUC 378 Curriculum and Methods of Teaching Mathematics

November 14, 2017

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Abstract

Based on my previous high school observations, as well as my own high school

experiences, I started to notice that not every student was truly engaged in the lessons.

Students seemed to get into a routine of purely memorization and did not care on the

hows and whys. While this is a short-term solution, long-term it is not an effective

way of learning. It is no secret that if students are not being engaged in the lesson, they

will not want to learn. This is exactly the case with mathematics. To find a solution to the

student engagement problem, I researched different pedagogies and observed classes

at the Bronx High School of Science. I determined that the inquiry based model was the

most effective for engaging students and in turn increasing student achievement and

motivation. Although I was not able to teach a full lesson, I was able to work with a small

group of twelfth-grade students in a calculus. Therefore, I constructed a plan to help

them learn as effectively as possible using the inquiry based model. My findings support

the usage of inquiry in mathematics classes. Moving forward, I would like to teach a full

lesson using inquiry and observe how effectively students learn.

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Introduction

Mathematics is often considered a more difficult domain for students to

understand especially in the United States. According to EdSource.org, on a recent

international test called the Program for International Student Assessment, or PISA

testing, coordinated by the Organization for Economic Cooperation and Development,

or OECD, students from the United States declined in average mathematics scores and

ranked behind thirty-six different nations. Mathematics remains the subject that United

States students comparatively achieve the worst in and American students continue to

score below the OECD average. To combat these low mathematics scores Jon Star, a

Harvard education professor, suggests that high school teachers should strive to ask

their students better questions, wait longer for students to come up with answers, think

about project-based problems that would challenge their students more, and be more

reflective about their teaching practice. (Harrington, 2016). I agree with Stars solutions

to the mathematics scores problem; I believe students need to be more engaged and

challenged by their teachers to effectively learn mathematics or any school topic for that

matter. While researching signature pedagogy styles, inquiry seems to address all the

points that Star brings up and is the pedagogy I hope to implement in my future

classroom.

Research on the Issue

In an inquiry classroom, emphasis should be placed on evaluating on the

development of information-processing skills and conceptual understanding, and not on

the actual content on the field. There are, however, different types of an inquiry

classroom one could set up in their classroom. One type is guided inquiry. In guided
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inquiry, during the explore stage of inquiry, learners are only given a question. The main

goal for students is to design the method of investigation and then test the results. One

other type of inquiry is conformational inquiry. This is where the students are given the

questions, the method of solving the questions, and the result, and they must confirm

the result for themselves. This allows students to reinforce established ideas and

practices investigative skills. Another type of inquiry is structured inquiry. Structured

inquiry is where the student is given the questions and the method of solving the

questions. They must find the result for themselves. The goal is to provide one

explanation that is already supported by the evidence gathered during and through the

investigative process. Finally, open inquiry is where the learners must form their own

questions, design their own investigative methods, and then carry out the inquiry itself.

They must also present the results.

Although the idea of inquiry pedagogy seems like it will be effective in the

classroom, we need to look at examples of it in action and see how it affects students.

We need to see proof that students are benefitting from inquiry investigations. There are

several studies done on the impact of implementing inquiry into mathematics

classrooms. In a study titled Inquiry Based Mathematics Instruction Versus Traditional

Mathematics Instruction: The Effect on Student Understanding and Comprehension in

an Eighth Grade Pre-Algebra Classroom, researchers observed the impact of inquiry-

based mathematics instruction verses traditional mathematics instruction. (Ferguson,

2010). Each curriculum was implemented into two eighth grade pre-algebra classrooms.

The study was based on data collected before and after each of the two units of study.

Fifty-two suburban eighth grade students represented the sample population. This study
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analyzed the effectiveness of inquiry instruction in two different mathematics units. In

Unit 1 and Unit 2, students in the inquiry-based mathematics classroom performed

marginally better than the students in the traditional mathematics classroom. From the

pre-test to the post-test, the mean scores of students increased nine points in the

inquiry model. The results clearly showed that inquiry-based mathematics instruction is

effective in improving students understanding and comprehension. One reason for the

scores being higher in the inquiry based classroom is because students are encouraged

to investigate and search for patterns without teachers directly giving them formulas and

rules. If instructors were only to give their students formulas and rule, then they are not

required to understand how and why the algorithms work, but instead only need to

memorize them. This is obviously a problem for students because they will have

difficulty applying what they learned to different and more complex problems going

forward.

Not only do we need to observe the effectiveness of inquiry based learning on

students achievement and performance, but we also we need to look at the effect it has

on student attitude and motivation; we need to make sure students are motivated to

learn through inquiry and not purely memorizing the material. Another study I looked at

titled Effects of Innovative Science and Mathematics Teaching on Student Attitudes

and Achievement: A Meta-Analytic Study, looks at just that. This study looks at all the

studies published on the effects of inquiry and other innovative teaching methods in

mathematics and science, and then reports them and makes conclusions; it provides a

meta-analytical review of fifty-six publications that investigated the effects of teaching

approaches on student attitudes in mathematics or science education. (Savelsbergh,

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2016). Based on the results, the study found that inquiry and other innovative teaching

methods had a positive effect on student attitude. The study found positive effects on

Overall Attitude, General Interest, and Career Interest. This is important, especially in

mathematics, because one of the main issues for students learning mathematics is lack

of interest. The study did also consider the effect inquiry and other innovative teaching

styles has on student achievement; there was a large and significant effect found. The

value the study based its criterion on is much higher in inquiry classrooms than the

typical value for achievement reported in other studies for non-inquiry classrooms.

In the search for the effectiveness of inquiry, we must also look at the

effectiveness of the models used to teach inquiry. One model is called the 5E Learning

Cycle Model. The name of the constructivist learning cycle comes for the five different

phases; engage, explore, explain, expand, and evaluate. In the study The Effect of 5E

Learning Cycle Model in Teaching Trigonometry on Students Academic Achievement

and the Permanence of Their Knowledge, researchers examine the effect the 5E model

has on students learning in mathematics, specifically trigonometry. (Ahmet, 2013). In

the experiment, there were two randomly assigned groups. One was the experiment

group and the other one was the control group. The students in the experimental group

took the trigonometry where the 5E learning model based on the constructivist approach

was used. The students in the control group took the same course without the 5E

learning model and were taught by their mathematics teacher in an environment where

the activities of traditional mathematics curriculum are used. The working group of this

research consists of forty-nine students in 10th grade. In the experimental group, there

are twenty-five students (thirteen girls and twelve boys) and in the control group, there
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are twenty-four students (twelve girls and twelve boys). The pre-test determined that

there was so statistical difference between the two groups in mathematics achievement

and trigonometry achievement before the study. The results of the research found that

the 5E learning cycle model effects both students achievement and the permanence of

knowledge. A significant statistical difference was determined between the experimental

and control group students scores on the post-test, which was used to determine

trigonometry achievement. Students who were taught by means of the 5E learning

model based on the constructivist approach had higher scores on the post-test and

were more successful in the course than students in the control group. Another

significant statistical difference was determined between the two groups one the

knowledge permanence test. Again, the experimental group was more successful and

performed better than the control group. Not only does this show inquiry is effective in a

mathematics classroom as far as achievement goes, but it is also effective for retaining

the information learned.

Classroom Observations

Observation hours are required to become certified as a teacher; that is

observing teachers whilst they teach their classes. This semester I observed at the

Bronx High School of Science. It is a selective public high school in New York City that

is ranked among the top fifty high schools in the country as well as among the top few in

New York State. During my field hours, I observed in four different classes; a science

research class, Advanced Placement Biology, Advanced Placement Calculus, and

Advanced Placement Statistics. Since my concentration is in mathematics, but statistics

is not a course I have a strong background in, I will focus on the Advanced Placement
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Calculus. In this class, inquiry was heavily featured. Therefore, we can look at the effect

inquiry has on this high school mathematics classes. The type of inquiry used in these

classes was structured inquiry. Students were often asked questions and given the

means of investigation. However, they had to discover the results in their investigations.

The students also had to present their results. Surprisingly to me, the students were

extremely engaged. The teachers would tell the students to share their answers with the

class. It seemed all the students were raising their hands and volunteering to speak,

they seemed eager to contribute as if it were not just a chore. Not only were students

learning but they were being motivated to learn. The teachers were involved in making

sure every student was participating and completing their work such as the Do Now.

Students were in charge of determining the goals and the aims of the lessons

themselves. The lessons were extremely student-centered, and the teacher reviewed

what the students learned at the end. It was evident that the students were effectively

learning by the constant formative assessments such as group discussions and

worksheets. This example clearly shows inquiry learning as engaging the students to

make sure they are learning.

Constructing a Plan

Unfortunately, I was not able to fully teach a lesson during my observations.

However, in Advancement Placement Calculus I was able to work with a group of four

students several times throughout my time observing. My goal was to help these

students learn as effectively as possible. In order to properly accomplish this goal, I had

to devise a plan for when I talked with these students. Since my research has pointed

me in the direction of inquiry being the best pedagogy for mathematics, I would like to
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engage the students while helping them and focusing on the students, especially

because the main problem in mathematics is that students are not being engaged and

challenged enough in mathematics. My plan consists of focusing on the student while

meeting with them. I plan to point students in the right direction of the question, but not

simply tell them the answer. I will do this by asking guiding questions. For example,

during the quotient rule of derivatives lessons, if students are struggling with the

concept, I will tell them to review the notes they took and ask them to tell me the first

step is recognizing that the function we want to differentiate is a quotient of two

functions. The students will then explain that the derivative of a quotient f(x)/g(x) is

equal to [g(x) f(x) f(x) g(x)] / [g(x)] ^2, where f(x) is the numerator, g(x) is the

denominator, and f(x) and g(x) are the derivative of the functions respectively. But it is

important that for the students to effectively learn that they explain how the process

works. Another part of my plan is that when I see students with incorrect answers, I will

ask them to explain their thought process and work to see how they got their answer.

This way they can reflect on their work and see what they did incorrectly. My plan is a

form of inquiry because of the way it engages students. It is like the engage and explore

phases of the 5E model because I will be asking students questions to get them

involved in the lesson. The only difference is that instead of being engaged by the

lesson, students will be engaged by their own work. Another part of my plan is the

attitude and atmosphere that will be established when working with the students. I want

students to feel comfortable and for them to feel that learning mathematics can be fun. If

I implement these aspects of my plan, students will be completely engaged and

immersed in learning.
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Executing the Plan

During my observation hours at the Bronx High School of Science, I was able to

work with a group of four students in the Advanced Placement Calculus class. The class

consisted of mostly twelfth graders. During the day students learned the quotient rule, I

worked with them once their lecture was over and while they were working on a

worksheet. I started off working with the students by quickly reviewing the process of

taking the derivative of a function. The students all seemed to remember the concept

well, so I moved forward into the next step which was taking the derivative of a quotient.

I asked students to walk me through the process. One of them struggled to remember,

but was quickly reminded when they had looked at their notes. While reviewing the

process, I had each student tell me a step respectively on how to find the derivative of a

quotient of functions. This way every student was engaged. The students seemed to

enjoy this way of review because they felt they were working together to help each

other.

After reviewing the means of taking the derivative of a quotient of functions, I

asked the students to give me one example in which the quotient rule is the proper

method of solving. Once a student shared their example, I had each student solve it to

make sure everybody understood the rule. I then asked for one student to walk through

with the others how they applied the quotient rule to the problem. Once every student

understood the process behind solving it, we moved on to the worksheet. I told the

students to work on the worksheets collaboratively and ask each other questions.

However, I did not go through the worksheet with students. I was there for students to

ask me questions. Several times students asked me if they did the problem correctly, to
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which I would have them explain their work and thought process to me. If they made

any mistakes they would realize them once they were tasked with explaining the

answer. When the period was nearing completion, I asked students if they had any

more questions. Once everything was clarified, that was the end of the day.

Reflection

I am glad to have been able to work with such wonderful students and teachers

at Bronx High School of Science. It was a great experience being able to work hands on

with high school mathematics students, the same group I would like to teach in the

future. I enjoyed the pleasure of being able to help these students learn, as well as the

challenges associated with the process. One challenge I had was finding a balance

between work and fun. I wanted students to enjoy what they were doing, but they also

needed to be working and not just goofing around. In order to combat this, I let students

have some freedom by working collaboratively, but I checked in with them to make sure

they were on task.

I was also pleased to see how inquiry worked in actual classrooms. The students

were always enthusiastic about learning. This teaching style seems to me to be the best

pedagogy when it comes to teaching mathematics, and my field hours solidified that

stance. Going forward, I plan on doing more research on the effect inquiry has on

student learning. In my future classrooms, I hope that inquiry based learning can bring

students the same passion for learning as the ones in Bronx High School of Science. I

also plan on becoming a tutor, so I would love to see how inquiry based learning works

in one-on-one settings.

Conclusion
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Since I was in elementary school, mathematics has been such an important part

of my life and for the most part has been my favorite subject to learn and teach to

others. In my future classroom, it is important to me that students come to class with a

positive attitude towards learning mathematics. I do not want them to be uninterested. I

want to engage them in the subject and have them be fascinated by their investigations

on the topics. My research on the issue as well as my field hours at Bronx High School

of Science have led me to believe that inquiry based teaching is the most effective

pedagogy to engage and immerse students in the mathematics classroom. Inquiry is

everything that a lot of mathematics students are not being exposed and this is the

reason for the lack of student engagement and in turn the performance drop offs.

Moving forward from this paper, I would like to keep focusing on inquiry as my

major pedagogy. I would like to continue to research studies on the topic and see how it

affects students performance and attitude. I would also like to use different styles of

inquiry during my future observation hours and student teaching to get a bigger sample

size of how the pedagogy works in mathematics classes first hand. I will continue to

construct plans, and hopefully be able to teach a full lesson, using inquiry to get

students to be engaged. If we implement inquiry into our lessons, I believe that students

will be immersed in the lesson and in turn have higher success in achievement and

academic motivation.
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Sources

Ferguson, Kyle (2010). Inquiry Based Mathematics Instruction Versus Traditional

Mathematics Instruction: The Effect on Student Understanding and

Comprehension in an Eighth Grade Pre-Algebra Classroom.

Harrington, Theresa (2016). U.S. math scores decline on international test of 15-year-

olds.

Savelsburgh, Elwin, & Rietbergen, Charlotte (2016). Effects of innovative science and

mathematics teaching on student attitudes and achievement: A meta-analytic

study.

Kacar, Ahmet (2013). The Effect of 5E Learning Cycle Model in Teaching Trigonometry

on Students Academic Achievement and the Permanence of Their Knowledge.