Teaching fractions through IBL : a case study

Abstract

In the mathematics class, students are traditionally expected to take a passive role in the learning process while the teacher takes on a transmission approach. Although the National Curriculum Framework emphasizes the need to have student-centred learning, many mathematics classes are taught through the traditional teacher transmission approaches. Through this dissertation, I will be trying to improve my pedagogical skills in order to make learning more studentcentred. I will be adopting a case study methodology whereby I will be reflecting on problems encountered as I seek to use inquiry based learning with one secondary class. This entailed preparing students to take on a more active role in the classroom through group work and discussion activities. My objective was to help the students engage in reasoning the underlying mathematical concepts and to help them see the relevance in their daily lives. A research journal was used to keep track of my preparing the class for inquiry based learning through-out the sessions and of the difficulties I encountered in the process. Apart from the difficulties encountered, the research turned out to a successful one where students participated in critical thinking while working on the activities given.