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Investigative approaches in maths teaching
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- Anglia Ruskin University (ARU)
Investigative approaches in maths teaching
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Investigative Approaches to the CurriculumA report exploring the purpose and value of using investigative
approaches in mathematics learning and teaching within the National
Curriculum
Introduction
Investigative approaches (IA) build on the idea of learning to be a social
process and are implemented in all types of education under the
assumption that pupils learn best when allowed to construct their own
knowledge (Wilkins 1999). This report will demonstrate the importance of
using investigation as a crucial teaching method within the curriculum,
and the effect it has on both the educator and child’s learning and
development. The focus of the assignment will be the National Curriculum
(2013) especially in relation to primary mathematics education, and the
wider significance IA has on the pupil’s educational outcome. The use of
this teaching method is valued in maths as when implemented correctly it
allows learners to meaningfully memorise the facts and promotes the
ability to apply this newly discovered knowledge to other subjects in the
curriculum (Wilkins 1999). In order to show this, a wide range of key
theory will be used to justify the value IA have to learning in the specific
application of mathematics. There will also be an evaluation to
demonstrate my personal development through the module by using a
high level of reflective thinking to assess the learning I have achieved in
researching this topic.
Summary
Within the National Curriculum (DfE 2013) mathematics is described as a
vastly cross-curricula topic that is essential to everyday life. The
document places a high significance on the discipline and stipulates how it
must be taught in order to give pupils the insight into understanding the
importance of mathematics in world around them and be able to apply in
to their other subjects. Within the primary curriculum (2013) mathematics
is set out by year to year aims in key stage 1 and key stage 2, and states
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, that each school must have reached the statutory requirements by the
end of each key stage in order to reach their attainment targets. This
leaves little room for teachers flexibility, despite the fact the document
states educators may be flexible with their teaching as long as their pupils
reach the established targets (The National Curriculum, 2013, pp99-143).
In relation to investigative approaches in the curriculum, mathematics
links directly to the key knowledge and skills that children learn through
investigation, therefore making it a perfect subject area to explore this
method of teaching. The Cockcroft Report (1982), one of the initial reports
to recognise the Importance of investigations alongside mathematics
learning, suggests the best way to do this would be for the educator to set
a specific situation where pupils have the chance to explore the potential
mathematics around them. This puts an emphasis on the power of
discovery for the learners, as well as the process of enquiry, both vital
skills used in maths education (The Cockcroft Report 1982). In a perfect
system, pupils would be able to take charge of their own learning in every
subject, using the teacher as a guide, however Alexander’s Report on
Primary Education (2010) recognises the need for improving these
opportunities held from children in their primary education. Teachers must
try to promote the active engagement of their pupils, whilst giving them
the chance to take control of their own learning (Alexander 2010). This
would influence the healthy development of their self-confidence and
sense of responsibility, and support their understanding of how knowledge
isn’t just transferred from the educator, but is also reproduced and
replicable within other subject areas.
The report critiques the use of the mantle of the expert as an investigative
approach used to stimulate key stage 2 mathematics with the idea of
cross-curricula learning in mind. In ‘appendices 1’ the first image (image i)
shows the links between the reasoning behind the lesson plans in relation
to the MOE core elements and suggestions as to how they may influence
positive learning experiences for the pupils. The second image (image ii)
shows the first lesson plan used to introduce the investigative approach
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