Bridges between direct instruction and inquiry -based mathematics

This research examines two opposing methods of teaching elementary mathematics in an effort to find elements of both that support the process standards advanced by the National Council of Teachers of Mathematics (NCTM, 2000). The two methods for study include direct instruction (DI) and inquiry-based instruction. These two approaches have been historically viewed as methodologically opposite in many regards and most leaders in the field of mathematics education have placed themselves in one camp or the other philosophically.;This study utilized two key research tools. The first was a study of four programs currently in wide scale use (two DI and two inquiry-based). Program study included observation of classrooms and interviews of teachers, classroom resource evaluation, and program document review. Second, a survey of these same teachers was utilized to understand their beliefs and experiences regarding best practice and methods of instruction for young learners toward the goal of meeting the NCTM process standards. The researcher's analysis in this study focused on the effectiveness of the two methods of mathematics instruction in meeting the NCTM process standards and building a comprehensive mathematics program.;The study also sought to find potential bridges between the two camps of DI and inquiry-based instruction. Additionally, the researcher planned to use a synthesis of findings from all data sources to support construction of a planning tool to assist teachers in reflecting on learning processes used in the classroom. Findings support that while inquiry-based instruction was observed to be significantly more effective in addressing the NCTM process standards, a great majority of teachers surveyed and interviewed supported using key underpinnings of both inquiry-based instruction and DI toward creating an effective and comprehensive mathematics classroom.;Synthesis of study data revealed two overarching themes that guided the construction of two planning tools presented at the end of the study. First, the majority of teachers from both direct instruction and inquiry based instruction programs acknowledge the importance of integrating process oriented learning into instruction yet had a very limited understanding of the NCTM process standards and how these play out in the classroom. Second, the process standard of communication appeared to be an umbrella standard that addressed aspects of all other standards and to have the greatest potential to bridge the methods gap. The first planning tool developed in this study allows for reflection by teachers of their integration of all five NCTM process standards while the second tool allows for deeper reflection on student communication of key concepts and procedures in mathematics classrooms.