Inquiry-Based Learning Practices in Lower-Secondary Mathematics Education Reported by Students from China and the Netherlands

Luhuan Huang,Wouter Van Joolingen,Michiel Doorman

doi:10.1007/s10763-020-10122-5

Abstract

Inquiry-based learning (IBL) emphasizes learning through experiencing and constructing. Where IBL is often applied in science education, the conceptualization of IBL practices in mathematics education is less obvious. We compared students’ reports on IBL practices in two different teaching cultures as an attempt to better understand IBL practices in connection with overarching teaching cultures. In this study, we investigated IBL practices in lower-secondary mathematics lessons in the Beijing area and the Netherlands through a survey about the experiences and preferences of 858 Chinese students and 441 Dutch students. Results show that students from the Beijing sample reported experiencing IBL activities in most mathematics lessons, while students from the Dutch sample reported them in some lessons, and both preferred the same amount of IBL activities as they experienced. The Dutch sample reported little experience with posing questions to tackle. The study also suggests a correlation between IBL experience and IBL preference of each class: students with more IBL experience are likely to show a higher preference for IBL activities. Results of this study do not confirm expectations based on stereotypes about the two teaching cultures. The students’ perspective in both samples suggests that providing complex problems and organizing group work have potential for further encouraging IBL in mathematics.

Highlights

Inquiry-based learning (IBL) is a teaching approach which emphasizes learning through experiencing and constructing
IBL Practices in Lower-Secondary Mathematics Education Reported by Students from Beijing
The Beijing sample gets an overall average score of 3.05 (SD = 0.55) on the 13 IBL experience items that students generally reported experiencing in most mathematics lessons

Summary

Introduction

Inquiry-based learning (IBL) is a teaching approach which emphasizes learning through experiencing and constructing. We took Beijing and the Netherlands as examples of these two teaching cultures to investigate IBL practices in mathematics reported by students. IBL is an intentional student-centered pedagogy that challenges learners to explore problem situations before formal explanations and solution procedures are provided (Marshall, Smart, & Alston, 2017). These explorations are intended to involve students in processes inspired by the inquiry cycle, such as questioning, hypothesizing, designing, investigating, analyzing, evaluating, and reflecting (Swan, Pead, Doorman, & Mooldijk, 2013). For students to take this responsibility, the teacher is responsible for guiding inquiry by creating problem situations and providing support and organizing student collaboration and communication (Artigue & Blomhøj, 2013)

Methods

Results

Conclusion