Scribd
Upload
15 views2 pages

TTL 2 Handout 3

The document discusses the integration of active learning approaches in mathematics education to enhance student engagement and understanding of abstract concepts. It highlights various methods such as Inquiry-Based Learning, Research-Based Learning, Problem-Based Learning, and Project-Based Learning, emphasizing their distinct characteristics and applications in the classroom. The role of the teacher and technology in facilitating these approaches is also addressed, underscoring the importance of guiding students in their inquiry process and utilizing available resources effectively.

Uploaded by

estrevencionaleah
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
15 views2 pages

TTL 2 Handout 3

The document discusses the integration of active learning approaches in mathematics education to enhance student engagement and understanding of abstract concepts. It highlights various methods such as Inquiry-Based Learning, Research-Based Learning, Problem-Based Learning, and Project-Based Learning, emphasizing their distinct characteristics and applications in the classroom. The role of the teacher and technology in facilitating these approaches is also addressed, underscoring the importance of guiding students in their inquiry process and utilizing available resources effectively.

Uploaded by

estrevencionaleah
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 2

INTEGRATING ACTIVE LEARNING APPROACHES IN MATHEMATICS LEARNING

Mathematics learning has been regarded as difficult or challenging because of the abstract nature of the
concepts or lessons being delivered in mathematics subject. Sometimes, the manner by which these two courses are
taught like out of touch. As such, it is expected that mathematics teachers must be carried out in a more applicable
to students’ lives. To be able to realize the development of the necessary knowledge and skills in mathematics
learning, active learning approaches must be utilized.
Active learning approaches are characterized by learner’s engagement in activities that are geared towards
the generation of new knowledge or making meaning of existing knowledge while developing other 21 st century skills
(such as collaboration, media literacy, critical thinking) in the process. Four of the recent active learning approaches
introduced to enhance the teaching-learning process are Inquiry-Based Learning (IBL), Research-Based Learning,
Problem-Based Learning (PBL), and Project-Based Learning (PrBL). These learning approaches are designed to give
more depth and breadth in the learning of contents in the K to 12 Curriculum. While these approaches are meant to
provide opportunities for active exploration of content, each of these approaches has a distinct characteristic that
needs to be considered by teachers in the realization of learning competencies especially in mathematics teaching.
Knowing the distinctions among these active learning approaches will help the mathematics teachers in deciding
which approach to adopt.

INQUIRY-BASED LEARNING AND RESEARCH-BASED LEARNING


Familiarize yourself with the concept of KWL chart. Analyze the content of the charts and think of how you
use this chart in facilitating your mathematics lesson.

KWL CHART

Mathematics Topic:

Big Question:

What I Know What I want to Know What I Learned

Since inquiry based-learning usually starts with essential or big, broad questions that elicit varied answers
from the respondents, think of a question that is relevant to a specific lesson in Mathematics

Nature of Inquiry-Based Learning


Inquiry, in its simplest definition, is a process of asking questions. This has spurred the numerous
developments that we continue to enjoy in our society today. In the classroom, in particular, the process of inquiry is
a basic learning activity that every teacher is expected to facilitate. According to the Future of Jobs Report during the
World Economic Forum, top three of the ten skills needed in this age are complex problem solving, critical thinking
and creativity (Gray, 2016) which all start from the process of asking.
Inquiry-based learning as an approach essentially involves task requiring learner’s active participation in
finding answers to curricular questions. The questions can run from very specific simple questions to more complex
questions in relation to the curriculum. Learners are given opportunities to engage in self-regulated activities as they
pursue their investigation. Using these in the Mathematics classrooms can facilitate the development of
communication skills as it involves activities such as writing questions, deliberating on ways of finding answers to
curricular questions, and presenting outputs as evidences of inquiry among others.

When to Use
In Mathematics, IBI can help students focus on how to solve problems in different but logical ways.
Types of Inquiry
VIU (2020) presented four types of inquiry that can be used in facilitating classes. These are
1. Structured Inquiry- this lets the students follow the lead of the teacher as the entire class engages in one inquiry
together.
2. Controlled Inquiry-the teacher chooses topics and identifies the resources and students will use to answer the
questions.
3. Guided Inquiry- the teacher chooses topics or questions and students design the product or solution.
4. Free Inquiry- students are allowed to choose their own topics without any reference to a prescribed outcome.

Role of the Teacher


The success of IBL largely depends on the careful planning of the teacher in relation to the curriculum. The
mathematics or science teacher needs to look into the learning competencies that can be satisfied by a simple
inquiry or more complex inquiry. He/she controls and prepares the topic for investigation and guides the learners by
setting the questions to be explored Learners are allowed to design their own way of investigation and present their
outputs using technology tools that are afforded to them. When technology is coupled with IBL, a gateway to
information is opened and students can have to information at anytime and anywhere. It is assumed that the
teacher is knowledgeable of the sources of information and whether the learners have access to these sources.

When designing an IBL, the teacher has to consider the following fields proposed by Avsec and Kocijncic (2016):

1. Prior knowledge and capacity 4. Process


2. Context - Learners require meaning from experience 5. Strategy of reactions and behavior
3. Content and learning materials 6. Course Outcomes

Role of Technology
The internet or the World Wide Web offers lots of platforms for mining information. It has become the most
sought out source of information because of the variety of tools that abound. Language is no longer a barrier in one's
search for information. Depending on the unit of study in a mathematics curriculum, there are many free
educational websites that are available for the mathematics and science teachers and learners. Due to the vastness
of sources of information from the WWW, any mathematics teacher who is using IBL has the responsibility to direct
learners to websites that provide the proper information. The technology tools that are made available for the
learners, whether online or offline, should support the object of inquiry which is aligned to the learning
competencies in the K to 12 Mathematics Curriculum.
It should be noted that the use of technology in IBL is just one of the many other sources of information in
the process of inquiry. This does not exclude the other resources, human and non-human, in gathering information.
However, learners are undeniably familiar and probably more adept in exploring the internet. Guiding them in
locating online resources that are relevant in developing their research and communication skills will let them learn
the importance of using educational resources in an explicit and implicit way.

Task 1. Developing Core Questions


Create core question/s about the competencies that learners might be asked to answer

Mathematics Learning Competencies Core Questions

You might also like