The Transformation Of Inquiry-based Learning Model In Mathematics Classroom

This study investigated the change in teachers‘ belief structure about teaching and transformation of inquiry practices to their daily teaching.In addition,this study attempted to examine student interest towards mathematics as a result of their involvement in the inquiry-based learning process.A baseline survey was conducted to identify teachers' current beliefs and practices about inquiry-based teaching and learning.Based on their existing beliefs,a PD intervention was designed to focus on engaging middle-grade mathematics teachers in inquiry learning experience.Participants in this study attended in IBL-oriented PD intervention aimed at increasing the effectiveness of inquiry-based instruction of teachers.The teachers have been introduced the(4E × 2)Instructional Model for developing and designing inquiry-based lessons.The transfer of inquiry-based PD experience to the daily teaching of teachers in the classroom was the center of this study.This study examined various data sources to explore the research questions that included: the pre-post survey of teachers and students,classroom observations,semistructured interviews,field notes,reflective sessions,and informal discussions.The data collection occurred during the fall semester of 2016.The pre-post survey results indicated that teachers reported more about the use of inquiry-based methods being part of their instructional practice.Students also reported a significantly higher frequency of IBL in their daily practice.Teachers,as well as students,increased their level of motivation and orientation towards IBL by strongly realizing the impact of IBL.Teachers changed their roles as teachers by giving students more opportunities to involve in the construction of knowledge through mathematics exploration and investigations.The data from classroom observations showed that teachers demonstrated distinct patterns while implementing lessons in the classroom.The varying growth in teachers was influenced by many factors prominently individual backgrounds and their practices that developed since a long time.The study also found that teachers utilized maximum time to carry out activities related to ?engage and exploration? phase in their implemented lessons while ?explain? was somewhat and ?extend? was least reflected in their lessons.Overall,teachers efficiently transformed PD experiences into their classroom practices.However,teachers reported that insufficient class time and lack of access to technology were obstacles to make inquiry-based teaching and learning challenging to implement.Recommendations for how professional development programs are developed for the effective transition to teaching practices have been provided.