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ERIC Number: EJ1164204
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1473-0111
EISSN: N/A
What Happens When Teachers and Students Are Introduced to Mathematical Investigations: An Exploratory Study
Nivera, Gladys C.
International Journal for Mathematics Teaching and Learning, v18 n3 p333-345 2017
A mathematical investigation (MI) encapsulates the reform movement in mathematics education by addressing content and process simultaneously and providing a novel opportunity for students to develop thinking skills and good mental habits. However, introducing MI to teachers and students who are used to routinised teaching approaches and pen-and-paper testing presents many challenges. This study introduced MI to two junior classes and the mathematics teachers of a regular public high school. After the MI orientation workshops, the students engaged in the processes of pattern searching, problem posing, conjecturing, verifying, and proving. Data was gathered through focus group discussions, interviews, observations, teachers' reflection notes, audiotapes, and analysis of students' outputs. The challenges of doing MI included the teachers' and students' lack of exposure to and/or competence in the investigative processes, the teacher's traditional views and teaching practices, and some sociosystemic factors in schools. Issues raised here could give insights into the areas where teachers and students needed reinforcement and how teachers could redesign mathematics instruction to focus on the development of processes and thinking skills needed for investigations.
Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.org.uk/ijmtl/index.php/IJMTL/about
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A