Please use this identifier to cite or link to this item:
https://www.um.edu.mt/library/oar/handle/123456789/6221
Title: | Using inquiry-based learning to support the mathematical learning of students with SEBD |
Authors: | Camenzuli, Jonathan Buhagiar, Michael A. |
Keywords: | Education -- Study and teaching Inquiry-based learning Mathematics -- Study and teaching |
Issue Date: | 2014-11 |
Publisher: | Centre for Resilience & Socio-Emotional Health |
Citation: | The International Journal of emotional Education. 2014, Vol. 6(2), p.69-85 |
Abstract: | This paper, which draws on action research methodology, explores the use of inquirybased 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 halfyearly 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. |
URI: | https://www.um.edu.mt/library/oar//handle/123456789/6221 |
ISBN: | 2073-7629 |
Appears in Collections: | IJEE, Volume 6, Issue 2 IJEE, Volume 6, Issue 2 |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
v6i2p5.pdf | 146.91 kB | Adobe PDF | View/Open |
Items in OAR@UM are protected by copyright, with all rights reserved, unless otherwise indicated.