How Teacher Pedagogy/Knowledge Influences Our Most At-Risk Students in Mathematics

• In Event: 45.095 - Sheraton Roundtable Seven - Osgoode Ballroom
  In Roundtable Session: 45.095-1 - Mathematics Teachers Instructional Decision Making

Abstract

Currently, Inquiry-Based Learning (IBL) has become the central focus and method of delivery to support mathematics learning in schools. Through undertaking a single case study of a Grade 5 teacher, I investigated the Inquiry-Based Learning strategies she implements in her classroom to increase student understanding and proficiency in mathematics. My participant is a former math coach and instructional leader of mathematics. Analysis of the data revealed that various IBL related strategies and techniques, working together in tandem, can become a potent vehicle for reaching students who are most disadvantaged and academically at risk. Nonetheless, it was discovered that without the strong presence of teachers’ deep conceptual understanding of mathematics, these seemingly effective IBL strategies become rendered limited or ineffectual.

Author

• Genie Kim, Tyndale University College & Seminary