Integrating investigations in secondary school Mathematics

Abstract

This qualitative case study explores the efforts of a mathematics teacher to integrate investigations within the lessons of a Form 4 class in a girls' area secondary school. The aims of the research were: (i) to design, plan and implement investigations that incorporate the mathematical content prescribed by the syllabus; and (ii) to engage students in mathematical processes that help to develop their conceptual understandings. The investigative work assigned required students to participate actively in their learning as a way of constructing mathematical knowledge within a social setting. The embedded social constructivist underpinnings led to collaborative learning experiences that centred on small-group and whole-class activities as well as discussions. The participants of the study were the teacher and his 19 female students. Using an action research methodology, data was collected throughout the 2008-2009 scholastic year. The main data sources included teacher observations (which were captured in situ in field notes and later elaborated in a reflective journal), in-depth interviews with students, students' work and journal writings, comments from a critical friend, and pertinent documents. The research indicates that the inquiry process of investigations can benefit students' learning of mathematics. This was particularly evident when students worked on investigations within a cooperative learning environment.