Abstract
Mathematical problem solving through inquiry, critical thinking, self-regulated learning, and authentic learning yields inquiry-based learning skills for sustainable education transformation. Inquiry-based learning is students centered, however, in a school context, mathematics teachers’ presence plays a vital role. Teacher presence in the form of inquiry-based facilitation within the inquiry-based learning context refers to where the teacher imparts knowledge through probing to guide, facilitate or monitor the learning process and content knowledge development. This quantitative study reports how the intervention through inquiry-based facilitation enhances inquiry-based learning in learning geometry for the grade 11 class. The null hypothesis discarded in this research elucidates that there is no difference between inquiry-based facilitation and the axiomatic approach of teaching Euclidean Geometry. Convenient sampling was applied and participants were 166 students from three schools in District A categorized as the experimental group and three schools from District B classified as the comparison group. A pre-post-test design was applied with intervention before the post-test in the experimental group. Inferential and descriptive statistical findings revealed that the participants that received intervention through inquiry-based facilitation acquired deeper, authentic, non-algorithmic, self-regulated learning that enhances problem-solving skills in Geometry. The axiomatic approach applied in the comparison group yielded rote learning; passive and algorithmic learning that obstructed acquiring knowledge and the application of knowledge in problem-solving. Therefore, this research asserts that teacher facilitation of geometry should follow the inquiry-based facilitation model that guides orientation, conceptualization, conjecturing, and validation in order to promote problem-solving through inquiry-based learning.
Presenters
Motshidisi MasiloSenior Lecturer, Mathematics Education, University of South Africa, Gauteng, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Science, Mathematics and Technology Learning
KEYWORDS
INQUIRY-BASED LEARNING, INQUIRY-BASED FACILITATION, EUCLIDEAN GEOMETRY, PROBLEM-SOLVING, AXIOMATIC TEACHING APPROACH
