Learning mathematics through inquiry; a large scale evaluation

Ton de Jong, Petra Hendrikse, Hans van der Meij

Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-review

1 Citation (Scopus)

Abstract

Mathematics education is changing from a procedure-oriented approach to one in which concepts and their relations take a central place. Inquiry environments offer students the opportunity to investigate a domain and to focus on conceptual aspects. In this chapter, we describe a learning arrangement that has a set of guided simulations in mathematics as its core. These guided simulations were linked to a (standard) book; in addition, classroom conversations and subject-matter overviews supported the learning process. Learning took place over 12 school weeks during which a considerable part of the domain concentrating on functions was covered. The learning material, especially the simulation environment, was iteratively developed as part of a design experiment. The final version was evaluated against a standard classroom situation. A total of 11 schools, 20 classes, and 418 students participated. Results show that the traditional classroom condition outperformed the inquiry class on procedural items with a correction for pretest scores included. The inquiry condition acquired better scores on conceptual (insight) items but these differences did not reach significance. Overall, girls performed better in the traditional classroom setting, whereas boys seemed to profit from an inquiry setting. It also appeared that the implementation of the inquiry (computer-based) learning arrangement was hampered by many organizational and practical problems. Recommendations for improvement are provided.
Original languageUndefined
Title of host publicationDesigns for learning environments of the future: International perspectives from the learning sciences
EditorsM.J. Jacobson, P. Reiman
Place of PublicationNew York, NY
PublisherSpringer
Pages189-205
ISBN (Print)9780387882796
DOIs
Publication statusPublished - 2010

Publication series

Name
PublisherSpringer

Keywords

  • METIS-269049
  • IR-82966
  • Mathematics learning - Inquiry learning - Large-scale evaluation - Computer simulations - SimQuest - Conceptual knowledge - Procedural knowledge

Cite this

de Jong, T., Hendrikse, P., & van der Meij, H. (2010). Learning mathematics through inquiry; a large scale evaluation. In M. J. Jacobson, & P. Reiman (Eds.), Designs for learning environments of the future: International perspectives from the learning sciences (pp. 189-205). New York, NY: Springer. https://doi.org/10.1007/978-0-387-88279-6_7
de Jong, Ton ; Hendrikse, Petra ; van der Meij, Hans. / Learning mathematics through inquiry; a large scale evaluation. Designs for learning environments of the future: International perspectives from the learning sciences. editor / M.J. Jacobson ; P. Reiman. New York, NY : Springer, 2010. pp. 189-205
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de Jong, T, Hendrikse, P & van der Meij, H 2010, Learning mathematics through inquiry; a large scale evaluation. in MJ Jacobson & P Reiman (eds), Designs for learning environments of the future: International perspectives from the learning sciences. Springer, New York, NY, pp. 189-205. https://doi.org/10.1007/978-0-387-88279-6_7

Learning mathematics through inquiry; a large scale evaluation. / de Jong, Ton; Hendrikse, Petra; van der Meij, Hans.

Designs for learning environments of the future: International perspectives from the learning sciences. ed. / M.J. Jacobson; P. Reiman. New York, NY : Springer, 2010. p. 189-205.

Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-review

TY - CHAP

T1 - Learning mathematics through inquiry; a large scale evaluation

AU - de Jong, Ton

AU - Hendrikse, Petra

AU - van der Meij, Hans

PY - 2010

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N2 - Mathematics education is changing from a procedure-oriented approach to one in which concepts and their relations take a central place. Inquiry environments offer students the opportunity to investigate a domain and to focus on conceptual aspects. In this chapter, we describe a learning arrangement that has a set of guided simulations in mathematics as its core. These guided simulations were linked to a (standard) book; in addition, classroom conversations and subject-matter overviews supported the learning process. Learning took place over 12 school weeks during which a considerable part of the domain concentrating on functions was covered. The learning material, especially the simulation environment, was iteratively developed as part of a design experiment. The final version was evaluated against a standard classroom situation. A total of 11 schools, 20 classes, and 418 students participated. Results show that the traditional classroom condition outperformed the inquiry class on procedural items with a correction for pretest scores included. The inquiry condition acquired better scores on conceptual (insight) items but these differences did not reach significance. Overall, girls performed better in the traditional classroom setting, whereas boys seemed to profit from an inquiry setting. It also appeared that the implementation of the inquiry (computer-based) learning arrangement was hampered by many organizational and practical problems. Recommendations for improvement are provided.

AB - Mathematics education is changing from a procedure-oriented approach to one in which concepts and their relations take a central place. Inquiry environments offer students the opportunity to investigate a domain and to focus on conceptual aspects. In this chapter, we describe a learning arrangement that has a set of guided simulations in mathematics as its core. These guided simulations were linked to a (standard) book; in addition, classroom conversations and subject-matter overviews supported the learning process. Learning took place over 12 school weeks during which a considerable part of the domain concentrating on functions was covered. The learning material, especially the simulation environment, was iteratively developed as part of a design experiment. The final version was evaluated against a standard classroom situation. A total of 11 schools, 20 classes, and 418 students participated. Results show that the traditional classroom condition outperformed the inquiry class on procedural items with a correction for pretest scores included. The inquiry condition acquired better scores on conceptual (insight) items but these differences did not reach significance. Overall, girls performed better in the traditional classroom setting, whereas boys seemed to profit from an inquiry setting. It also appeared that the implementation of the inquiry (computer-based) learning arrangement was hampered by many organizational and practical problems. Recommendations for improvement are provided.

KW - METIS-269049

KW - IR-82966

KW - Mathematics learning - Inquiry learning - Large-scale evaluation - Computer simulations - SimQuest - Conceptual knowledge - Procedural knowledge

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de Jong T, Hendrikse P, van der Meij H. Learning mathematics through inquiry; a large scale evaluation. In Jacobson MJ, Reiman P, editors, Designs for learning environments of the future: International perspectives from the learning sciences. New York, NY: Springer. 2010. p. 189-205 https://doi.org/10.1007/978-0-387-88279-6_7