Inquiry-based instruction, in which teachers engage students in investigations and problem-solving, is part of foundational education reform. The type of learning requires teachers to shift emphasis from textbooks to exploring questions that are student-centered and can be answered empirically. The inquiry-based strategy uses authentic questions that are generated from student experiences ( Crawford, 1999 ).
Published in Chapter:
Transforming Mathematics Teaching through Games and Inquiry
Karin Wiburg (New Mexico State University, USA), Barbara Chamberlin (New Mexico State University, USA), Karen M. Trujillo (New Mexico State University, USA), Julia Lynn Parra (New Mexico State University, USA), and Theodore Stanford (New Mexico State University, USA)
Copyright: © 2016
|Pages: 26
DOI: 10.4018/978-1-5225-0120-6.ch003
Abstract
This chapter describes the design, development, and testing of a successful mathematics game-based intervention, Math Snacks, for students in grades 3–7. This program shows the impact of an integrative approach of developing Technological Pedagogical Content Knowledge (TPACK), where interactive digital media are combined with inquiry-based activities in classrooms facilitated by teacher involvement. Teachers played a key role in development and testing of Math Snacks, both by using them in their classrooms and by teaching core mathematics concepts connected to each module during annual summer camps. Via this multi-faceted participation, teachers experienced a change in their understanding of how digital tools can connect with inquiry-based pedagogy, mathematical content and pedagogical knowledge to facilitate successful learning for students. Teachers began to approach multimedia and games as part of an inquiry-based pedagogical approach for mathematics learning, rather than seeing games as tools for student practice after learning a concept.