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postgraduate thesis: Implementation of inquiry–based learning approach in primary mathematics learning

TitleImplementation of inquiry–based learning approach in primary mathematics learning
Authors
Issue Date2018
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Lee, Y. K. [李玉潔]. (2018). Implementation of inquiry–based learning approach in primary mathematics learning. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR.
AbstractInquiry in education is rooted in early 1900s educational philosophy of John Dewey. Many researchers have found that inquiry-based learning (IBL) supports the development of deep and meaningful content knowledge. Student learning outcomes through inquiry-based activities ranged from cognitive and metacognitive, to affective, personal and societal, in which positive benefits for students were most frequently reported across the research studies. Owing to the complexity of implementation of IBL approach to primary mathematics learning, various research topics have been reviewed the comprehensive picture of its implementation. However, not many investigations have been found on students’ perspectives towards IBL. This study attempts to understand both students’ and teachers’ and perspectives towards the implementation of IBL approach to primary mathematics learning. The study will first start reflecting the definition of inquiry and IBL in mathematics learning. After examining the characteristics of IBL in a mathematics lesson, the discussion will focus on the performance of the students on the IBL tasks. Based on the theoretical background, the study will be framed and further investigate how IBL approach contributes to the development of students’ high-order thinking ability, particularly in reasoning and problem-solving skills. The research is an empirical study, using a mixed-method in a class of Primary Five. Data will be collected by questionnaires, in-class observations and interviews. The aim of the analysis is to reflect on the strategies implementation. The findings will serve as an example for the design of IBL tasks with different topics. Students’ performance on the tasks will signal teachers in reviewing their classroom practice in relation to the IBL development to enhance students’ reasoning and problem-solving skills in mathematics learning. The study will end with considerations for adopting IBL approach for constructing mathematical knowledge through in the IBL primary mathematics classrooms.
DegreeMaster of Education
SubjectInquiry-based learning
Study and teaching (Primary) - Mathematics
Dept/ProgramEducation
Persistent Identifierhttp://hdl.handle.net/10722/270258

 

DC FieldValueLanguage
dc.contributor.authorLee, Yuk-kit, Kitty-
dc.contributor.author李玉潔-
dc.date.accessioned2019-05-23T02:26:22Z-
dc.date.available2019-05-23T02:26:22Z-
dc.date.issued2018-
dc.identifier.citationLee, Y. K. [李玉潔]. (2018). Implementation of inquiry–based learning approach in primary mathematics learning. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR.-
dc.identifier.urihttp://hdl.handle.net/10722/270258-
dc.description.abstractInquiry in education is rooted in early 1900s educational philosophy of John Dewey. Many researchers have found that inquiry-based learning (IBL) supports the development of deep and meaningful content knowledge. Student learning outcomes through inquiry-based activities ranged from cognitive and metacognitive, to affective, personal and societal, in which positive benefits for students were most frequently reported across the research studies. Owing to the complexity of implementation of IBL approach to primary mathematics learning, various research topics have been reviewed the comprehensive picture of its implementation. However, not many investigations have been found on students’ perspectives towards IBL. This study attempts to understand both students’ and teachers’ and perspectives towards the implementation of IBL approach to primary mathematics learning. The study will first start reflecting the definition of inquiry and IBL in mathematics learning. After examining the characteristics of IBL in a mathematics lesson, the discussion will focus on the performance of the students on the IBL tasks. Based on the theoretical background, the study will be framed and further investigate how IBL approach contributes to the development of students’ high-order thinking ability, particularly in reasoning and problem-solving skills. The research is an empirical study, using a mixed-method in a class of Primary Five. Data will be collected by questionnaires, in-class observations and interviews. The aim of the analysis is to reflect on the strategies implementation. The findings will serve as an example for the design of IBL tasks with different topics. Students’ performance on the tasks will signal teachers in reviewing their classroom practice in relation to the IBL development to enhance students’ reasoning and problem-solving skills in mathematics learning. The study will end with considerations for adopting IBL approach for constructing mathematical knowledge through in the IBL primary mathematics classrooms. -
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subject.lcshInquiry-based learning-
dc.subject.lcshStudy and teaching (Primary) - Mathematics-
dc.titleImplementation of inquiry–based learning approach in primary mathematics learning-
dc.typePG_Thesis-
dc.description.thesisnameMaster of Education-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-
dc.date.hkucongregation2018-
dc.identifier.mmsid991044101887503414-

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