Grade 6 mathematics teachers’ use of inquiry-based learning as a pedagogical tool

Abstract

In this study, I explored the incorporation and utilisation of Inquiry-Based Learning (IBL) by Grade 6 mathematics teachers, focusing on their instructional practices when teaching the area concept. Guided by the 5E Instructional Model (Bybee, 1997), I explored teachers’ instructional activities that promote competence, autonomy, and relatedness. Three conveniently selected schools participated in my study to answer the main question: How do Grade 6 mathematics teachers use IBL as a pedagogical tool to teach the concept of area? Situated within the interpretivist paradigm, this qualitative case study employed multiple data collection methods, including document analysis, observation and semi-structured interviews. Through these multiple data collection methods, I gained insights into the teachers' instructional practices and the challenges they face when using IBL in mathematics. The findings revealed significant challenges in implementing IBL despite its prominence as a recommended pedagogical approach in the South African mathematics curriculum. The findings revealed that teachers struggled with the practical application of IBL, particularly in fostering deep conceptual understanding and learner autonomy in teaching the concept of area. This study highlights the crucial role IBL plays in promoting critical thinking, problem-solving, and active learner participation, which are key to successful mathematics education. However, the findings emphasise that without proper teacher training and resources, the potential of IBL remains underutilised. The study underscores the need for comprehensive teacher support and professional development to bridge the gap between curriculum expectations and classroom practices, ensuring IBL is more effectively integrated into lessons to promote meaningful and engaged learning.