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Using mathematical inquiry to engage student learning within the overall curriculum
conference contribution
posted on 2023-05-23, 08:12 authored by Fielding-Wells, J, Makar, KMathematics is often perceived as a stand-alone subject in the school curriculum. When used as a tool to examine cross-curricular content, mathematics can enable deeper understanding of the context under investigation (Makar & Confrey, 2007). A study was designed to investigate opportunities and challenges that emerged when students addressed authentic interdisciplinary problems using an inquiry-based approach. This paper aims to identify aspects of students’ engagement across two cohorts of a year 5 (age 9-10) classroom in Australia. Using a framework developed by Kong, Wong & Lam (2003), the paper discusses students’ affective, behavioural, and cognitive engagement with mathematics during four integrated curriculum units over the course of a year. Results suggest that in both cohorts, students initially struggled with the shift from teacher-directed to student-driven learning within an inquiry-based, interdisciplinary environment. By the end of each year, however, the students had developed observable improvement in their ability to engage on multiple dimensions within the framework with ill-structured mathematical problems encountered across content areas. Implications for mathematics education research are addressed.
History
Publication title
Proceedings of the 11th International Congress on Mathematical EducationEditors
Zhi-Ming MaPagination
1-17Department/School
Faculty of EducationPublisher
The International Commission on Mathematical InstructionPlace of publication
MexicoEvent title
11th International Congress on Mathematical EducationEvent Venue
MexicoDate of Event (Start Date)
2008-07-06Date of Event (End Date)
2008-07-13Rights statement
Copyright 2008 The International Commission on Mathematical InstructionRepository Status
- Restricted