A Synthesis Research on Inquiry-Based Learning for Mathematical Processes and Skills

Nutcharun Yanakit, Chaweewan Kaewsaiha


The purposes of this synthesis research were 1) to consider the use of Inquiry-Based Learning (IBL) to improve teaching and learning mathematics, and 2) to investigate keys of essential questions and assessments. The research methodology of this study was a systematic review of research studies and documents published in the span of 10 years from 2008 t0 2018. This paper synthesized the findings of using IBL in mathematics learning for Grade 1 to 12, higher education and perceptions of teachers. The first part of the findings illustrates that IBL suites for supporting teachers facilitate students build knowledge by asking questions and drive the learning process forward, and the second part focuses on essential questions and assess students’ learning based on Bloom’s Taxonomy and mathematical skills and processes. Finally, the research findings can be applied for further research usingvariety forms of activityof IBL such as 5E_IBLCycle (Engagement, Exploration, Explanation, Elaboration, and Evaluation) in other topics of mathematics and other disciplines learning.

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