Students’ Active Engagement in Inquiry Mathematics Classroom

Abstract

The purpose of this study is to introduce Inquiry Teaching in the classroom and to enable students’ active participation in learning. Kemmis, McTaggart & Retallick’s (2004) model of Action Research was used with the dual role of teacher and researcher with Class Six students in a private school of Karachi, Pakistan. Fink’s (1999) model of Active Learning was used to engage students in the classroom and according to this model, active learning means to do, discuss and observe (D-D-O) Mathematics. Data was generated through observations, informal conversations with students and a teacher along with students’ samples of work and field notes. Some of the important findings and conclusions that are drawn are that inquiry teaching based on D-D-O may have changed the role of a teacher from a dictator to a facilitator and a participant in the process of learning. In addition, Students involved in the classroom through D-D-O need to unlearn some old practices to become decision-makers in the learning process. Furthermore, Inquiry through D-D-O model enables the students to make connections between Mathematical ideas and to understand the nature of learning Mathematics and open-ended task. These elements and strategies may be laborious but we should initiate a change process in our classroom because a journey of thousand miles begins with a single step.