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  • Student Perceptions of Engagement and Problem-posing during an Inquiry-Based Learning Mathematical Investigation

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    Zorn_Kristin_Final thesis_redacted.pdf (7.080Mb)
    Author(s)
    Zorn, Kristin D
    Primary Supervisor
    Grootenboer, Peter J
    Other Supervisors
    Larkin, Kevin M
    Year published
    2022-06-08
    Metadata
    Show full item record
    Abstract
    As countries around the world seek to increase student achievement and engagement in mathematics, inquiry-based learning (IBL) has become increasingly popular (Artigue & Blomhøj, 2013). The purpose of this research was to explore how a group of year five students perceived engagement and problem-posing during an IBL mathematical problemposing investigation, and to explore the instructional strategies that supported the students in problem-posing. This qualitative, single instrumental case-study involved 17 students (9- to 10-year-olds) and one teacher from an independent school in South-East Queensland, Australia. The ...
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    As countries around the world seek to increase student achievement and engagement in mathematics, inquiry-based learning (IBL) has become increasingly popular (Artigue & Blomhøj, 2013). The purpose of this research was to explore how a group of year five students perceived engagement and problem-posing during an IBL mathematical problemposing investigation, and to explore the instructional strategies that supported the students in problem-posing. This qualitative, single instrumental case-study involved 17 students (9- to 10-year-olds) and one teacher from an independent school in South-East Queensland, Australia. The researcher led a two-week, open, mathematical investigation, which required students to develop their own investigation questions based on a video prompt. Data were collected through video observations, student work samples, and semi-structured interviews with the students. Thematic analysis and triangulation of the data revealed three themes related to engagement: collaborative learning, enjoyment and interest, and cognitive engagement and transfer of learning, and one theme related to problem-posing; confidence. The findings suggest that the IBL mathematical problem-posing investigation was behaviourally, emotionally, and cognitively engaging for the students because it created a learning environment for the students to collaboratively work with their peers, make autonomous choices about their learning, build peer relationships, and challenge themselves. Additionally, the novelty of the experience played a role in student engagement during the IBL investigation. The findings also suggest that although the students felt confident to problem-pose, they required teacher support and scaffolding to make connections between the video and mathematics, and to mathematise their ideas. Implementing the IBL mathematical problem-posing investigation was beneficial for student engagement in mathematics; however, further research is required to examine the intricates of this type of investigation, and its impact on learning.
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    Thesis Type
    Thesis (Masters)
    Degree Program
    Master of Education and Professional Studies Research (MEdProfStRes)
    School
    School Educ & Professional St
    DOI
    https://doi.org/10.25904/1912/4530
    Copyright Statement
    The author owns the copyright in this thesis, unless stated otherwise.
    Subject
    Mathematics
    Engagement
    Inquiry-based learning
    Problem-posing
    Behavioural engagement
    Emotional engagement
    Cognitive engagement
    Instructional strategies
    Publication URI
    http://hdl.handle.net/10072/415319
    Collection
    • Theses - Higher Degree by Research

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