Inquiry-Based Learning: A Case Study of an Experienced Elementary Mathematics Teacher in Action

Currently, Inquiry-Based Learning (IBL) has become the central focus and method of delivery to support mathematics learning, especially within elementary schools in Ontario. Through undertaking a single case study of my colleague who teaches Grade 5, I investigated the Inquiry-Based Learning strategies she uses in her classroom to increase student understanding and proficiency in mathematics. Additionally, I explored the challenges teachers of Grades 4 to 6 may confront when seeking to implement IBL methods in their mathematics classroom. My participant is a former math coach and instructional leader of mathematics. My data was collected from interviews with my colleague, interviews with her students, classroom observations, and through student questionnaires, journals and classwork. My findings indicate that various IBL related strategies and techniques should be implemented to promote students’ mathematical understanding and proficiency. Eight major findings have been summarized, which point to how my case study practices/exhibits the following: (1) she constructs/implements rich, open-ended inquiry-based tasks that permit multiple-entry points; (2) she asks deliberate and intentional questions to elicit students’ mathematical thinking and develop their conceptual understanding; (3) she makes students’ invisible thinking become visible through the process of questioning and recording students’ thinking; (4) she provides learning experiences where students must struggle with their mathematical understanding; (5) she provides students will ample opportunities to experience repeated practice of procedural knowledge; (6) she promotes ongoing and active student mathematical discourse; (7) she possesses deep mathematical content knowledge to effectively implement IBL practices; and (8) she incorporates all five dimensions of mathematical proficiency into her IBL mathematics lessons (Kilpatrick, Swafford Findell, 2001). Implications from this study suggest that teachers as well as educational policy-makers need to consider a variety of measures to help deepen teachers’ mathematical content knowledge. Whether it occurs at the individual, pre-service or in-service level, literature as well as the findings from this study indicate the dire need for teachers to possess sufficient mathematical background knowledge and ability in order to promote mathematical proficiency among their students. Acquiring this deep mathematical content knowledge by teachers must then be married with the implementation of various key IBL strategies/techniques. Suggestions for areas of further research are included at the end of the study.Ph.D