What perspectives did the 3 new research articles offer?
One theme that stood out among all three articles is how, at its core, Inquiry-based teaching (IBT) encourages students to develop thoughtful questions where they can make sense of things. It requires that students generate questions and use materials to help develop their problem-solving skills. Students should be encouraged to share their ideas in a safe environment. They should read the works of others and connect their own ideas and try out new ideas Another big theme was the necessity of students engaging in communication and collaborating within small group activities centered around open-ended activities where students respond to meaningful prompts. Another common them in these articles is that teachers were initially uncomfortable teaching with inquiry-based instruction, and required support to implement IBT into their classrooms. There needs to be a shift where teachers feel capable of effectively managing classrooms where this type of learning takes place. This is the shift I am working to make! How do they inform your study and methodology? One article stated that teachers should be conscientious facilitators who value the work of students, and should see students as important and necessary collaborators (Magee, Paula & Flessner, Ryan, 2012). This shapes part of my methodology in relation to inquiry and a positive math mindset. I will be facilitating opportunities to cultivate a positive math mindset and to have student-centered, inquiry-based methodologies during math instruction. Another important aspect of my study will be providing reflection and feedback for my students. These powerful tools will help my students grow in inquiry and math mindset. This could be both formal and informal. For example, having a student identify what level a question is, and then providing feedback to that student will be a quick and meaningful way to grow them in the area of questioning. I liked the idea from one research article where discussion takes place before the actual math lesson begins in the classroom. This would include discussing what math mindset we will begin the lesson with, and questions to begin the inquiry process once the lesson begins. How do they relate to your driving question? One statement stood out that clearly relates to my driving question: “In high-quality teaching, the process of inquiry, not merely "giving instruction," is the very heart of what teachers do. Inquiry not only tests what students know, it presses students to put what they know to the test. It uses "hands on" approaches to learning, in which students participate in activities, exercises, and real-life situations to both learn and apply lesson content. It teaches students not only what to learn but how to learn.” (Stonewater, J.K., 2005) This statement clearly defines what I am seeking to do with inquiry and cultivating a positive math mindset in the classroom. It will be important to model both inquiry and a positive math mindset. This means engaging the class in exploring, deciding on appropriate questions, and modeling ways to answer those questions. It will also require me to be a facilitator where I help students connect the mathematical content and their steps in inquiry. Magee, P. A., & Flessner, R. (2012). Collaborating to Improve Inquiry-Based Teaching in Elementary Science and Mathematics Methods Courses. Science Education International, 23(4), 353–365. Retrieved from http://0-search.ebscohost.com.library.touro.edu/login.aspx?direct=true&db=eric&AN=EJ1001629&site=ehost-live Stonewater, J. K. (2005). Inquiry teaching and learning: the best math class study. School Science and Mathematics, 105(1), 36+. Retrieved from http://0-link.galegroup.com.library.touro.edu/apps/doc/A126932535/PROF?u=nysl_me_touro&sid=PROF&xid=c2e099f4
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Why should educators care about cultivating a positive math mindset through inquiry in mathematics? There are many reasons. Having a positive math mindset not only helps student become more confident in math, it also allows them to prime their brains to think more effectively (Sparks, Sarah D., 2015). Increasing each child’s math mindset will make my entire unit of study more effective. Inquiry will lead to greater student understanding, and prepare students to successfully engage in the “4 Cs”: Creativity, Collaboration, Communication, and Critical Thinking. When students have a deeper level of discussion, they can make discoveries while talking about their thought process in solving problems which increases their understanding for how to solve problems ( James, Lorie, 2016). This is why it is important study how inquiry based instruction will help develop a positive math mindset and increase student performance on Bridges math assessments.
I will be doing this study with the students in my fourth grade classroom. I anticipate that my students will develop deeper inquiry skills when taught questioning strategies in mathematics. I predict that each child's math mindset will increase through teaching with positive math mindset principles, verbiage, and strategies. I anticipate that focusing on inquiry and a positive math mindset will increase student performance levels in the math curriculum Bridges, which is used by my school district (Napa Valley Unified). I intend to give my students a series of formal and informal assessments over a five week period. I will give different assessments at the beginning and end of this study. I will administer a math mindset survey, an inquiry assessment on levels of questioning, and a student performance pre-test and post-test from the Bridges math curriculum. I will compare the pre-tests and post-tests scores to evaluate if these methods of instruction were effective. One of the seminal people researching in the area of my driving question is Jo Boaler. Boaler discusses the importance of a positive math mindset in her book, “Mathematical Mindsets: Unleashing Students’ Potential Through Creative Math, Inspiring Messages, and Innovative Teaching.” Jo Boaler has incredible insights into how a positive math mindset empowers students for deeper learning. She discusses equitable strategies which include encouraging students to think deeply about mathematics through hands-on experiences, project-based curriculum, curriculum with real-life applications, and providing opportunities for students to work together. Jo Boaler’s insights support what Carol Dweck says about mindsets.
Carol Dweck is a Stanford psychologist who coined the terms “Growth” and “Fixed” mindsets. She discusses how students with a growth mindset are more willing to work on challenging problems, and stick with that challenge, despite setbacks. This is especially important in math. Sarah Sparks discusses the power of a growth mindset in mathematics. She states how having a positive math mindset not only helps student become more confident in math, it also allows them to prime their brains to think more effectively A positive math mindset is necessary for effective inquiry instruction to take place. Providing students with meaningful questions will give them the opportunities to have deeper levels of discussion. During discussions students can use their positive math mindsets to make discoveries and increase understanding. Increasing each child’s math mindset will make my entire unit of study more effective. Inquiry will lead to greater student understanding, and prepare students to successfully engage in the “4 Cs”: Creativity, Collaboration, Communication, and Critical Thinking. |
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December 2018
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