PRIMAS

Promoting Inquiry-based learning in Mathematics and Science

2010-2013

Geoff Wake Malcolm Swan

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Aim of the day

• To explore how we might better support pupils in developing problem solving strategies through inquiry-based learning (IBL) in mathematics.

• To inform the writing of a report that identifies issues of how this might be achieved in classrooms in the near future.

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Recent curriculum changes

GCSE specifications in mathematics should enable students to:

•develop fluent knowledge, skills and understanding of mathematical methods and concepts

•acquire, select and apply mathematical techniques to solve problems

•reason mathematically, make deductions and inferences and draw conclusions

•comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context.

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Themes of the day

Theme A: The nature and characteristics of IBL and PS

Workshop 1: How can we recognize and develop student learning in IBL and Problem Solving?

Informed by the work of PRIMAS and NRich

Theme B: Professional development for IBL and PS

Workshop 2: What do we know about teaching and learning problem solving? How can we sustain professional development in these areas?

Informed by the work of Bowland and IMPULS lesson study projects

Theme C: Creating the climate for IBL and PS

Workshop 3: How can assessment better support teaching?

What other initiatives can we take?

Informed by the work of AQA

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Theme A

The nature and characteristics of inquiry-based learning and problem solving

PRIMAS Promoting Inquiry in Mathematics

and Science Education Across Europe

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Broad aim

• To promote a greater uptake of inquiry-based learning in mathematics and science at both primary and secondary levels across Europe.

Our involvement

• Materials to support PD and classroom practitioners.

• Support professional development.

• Inform and influence policy.

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PRIMAS provides resources for professional development and classroom activities:

http://www.primas-project.eu

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A collaboration between:

• Germany University of Education, Freiburg

• Switzerland Université Geneve

• Netherlands Freudenthal Institute, University of Utrecht

• Spain University of Jaen

• Slovakia Constantine the Philosopher University in Nitra

• Hungary University of Szeged

• Cyprus Cyprus University of Technology

• Malta The University of Malta

• Denmark Roskilde University, Dept of Science, Systems and Models

• Romania Babeş-Bolyai University, Cluj Napoca

• Norway Sør-Trøndelag University College

• UK The University of Manchester

• UK University of Nottingham

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Short video

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What is IBL? What are Inquiry-Based Science

Education (IBSE) and Problem-Based

Learning (PBL)?

By definition, inquiry is the intentional

process of diagnosing problems,

critiquing experiments, and

distinguishing alternatives, planning

investigations, researching conjectures,

searching for information, constructing

models, debating with peers, and

forming coherent arguments.

Problem-Based Learning describes a

learning environment where problems

drive the learning. That is, learning

begins with a problem to be solved,

and the problem is posed in such a

way that children need to gain new

knowledge before they can solve the

problem.

Rocard Report

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Characteristics of IBL

Valued outcomes •Inquiring minds prepared for an uncertain future and lifelong learning •An understanding of the nature of Science and Maths

Teacher guidance •Values and builds upon students’ reasoning. •Connects to students’ experience

Classroom culture •Shared sense of purpose, ownership •Values contributions and mistakes •Dialogic talk, justification

Types of tasks •Open, multiple solution strategies •Experienced as real and/or scientifically relevant

Student activity •Values students posing their own questions •Students are engaged, and involved in exploration, explanation, extension, and evaluation. •Students collaborate with each other.

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What does Inquiry-based learning look like?

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The stimulus...... Building with waste plastic bottles in

Honduras

First we collect plastic bottles....

.... and fill them with sand....

.... and make some foundations with rocks....

.... and start to build....

.... and build....

.... and build....

.... and we then plaster the walls.

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PRIMAS working with

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Workshop 1

How can we recognize and develop student learning in IBL and Problem Solving?

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Theme B

Professional development for inquiry-based learning and problem solving

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Workshop 2

What do we know about teaching and learning problem solving?

How can we sustain professional development

in these areas?

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Theme C

Creating the climate for inquiry-based learning and problem solving

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Assessment

• Considered to be a major challenge to developing IBL and problem solving in nations across Europe

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Assessment

• What do we value when assessing mathematics: - knowledge? - skills? - understanding? - inquiry? - problem solving? - developing interest in the subject - awareness of relevance?

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Workshop 3

How can assessment better support inquiry based teaching and learning?