JOURNAL 2.2
Discuss and reflect on how the working mathematically proficiencies integrate with use of an inquiry-based approach in mathematics education.
The Australian Curriculum: Mathematics; have the significant role of keeping learning and teaching appropriate and progressive. This educational plan is forever growing with modern times, technology and research. The inclusion of four key proficiencies: understanding, fluency, problem solving and reasoning, in turn should guarantee students grow progressively through their mathematic school journey. However, in my opinion, I believe that these same four proficiencies would be complimented if they were integrated with the use of an inquiry based approach.
Projects such as “The reSolve” are a great example of mathematics champions banded together with a common of promoting ‘a spirit of inquiry in school mathematics’ .
Projects like this have provided amazing teaching and professional development opportunities. This project’s vision is based on three focal points:
1. Purposeful
2. Tasks are inclusive and challenging
3. Classrooms have a knowledge-building culture.
I would like to mention that as future teacher — I too would use these focal points as guide to enable students to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently.
Based on my personal experience I have seen too many times teachers rushed and moving onto new topics not thoroughly exploring or completing quality lessons. Inquiry based learning is curiosity. There is not one child in a primary school setting who is not curious. Is only natural as humans we ask questions to learn. Yet it is the confidence and the right setting for people to ask.
Teachers should be creating a learning environment that promotes students to think and learn with confidence. This will bring motivation and no doubt an increase of engagement. When students are given a chance to discuss in pairs or small groups it ignites passion, courage and some valuable student driven lines of communication. Learning through the cycle inquiry, students make decisions.
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