Using Investigation Approach
This encourage children to explore in the real world problem rather than focus on memorization of formulas and facts.
This typical approach involves a sequence of mathematical processes such as collecting data, looking for pattern, making hypothesis, testing the hypothesis and making generalization or conclusion on the finding.
Bohan, Irby and Vogel (1995) suggest a seven-step model for doing research in the classroom, to enable students to become "producers of knowledge rather than merely consumers" (p.256).
Step 1: What are some questions you would like answered.
The students brainstorm to think of things they would like to know, questions they would like to answer, or problems that they have observed in the school or community. Establish a rule that no one is to judge the thoughts of another. If someone repeats an idea already on the chalkboard, write it up again. Never say, "We already said that," as this type of response stifles creative thinking.
Step 2: Choose a problem or a research question.
The students were concerned with the amount of garbage produced in the school cafeteria and its impact on the environment. The research question was, "What part of the garbage in our school cafeteria is recyclable?"
Step 3: Predict what the outcome will be.
Step 4: Develop a plan to test your hypothesis
The following need to be considered:
Who will need to give permission to collect the data?
Time - how long will it take to collect the data?
Cost - will it cost anything?
Safety - what measures must we take to ensure safety?
Step 5: Carry out the plan:
Collect the data and discuss ways in which the students might report the findings (e.g. graphs)
Step 6: Analyse the data: did the test support our hypothesis?
What mathematical tools will be needed to analyse the data: recognising the most suitable type of graph; mean; mode; median?
Step 7: Reflection
What did we learn? Will our findings contribute to our school, our community, or our world? How can we share our findings with others? If we repeated this experiment at another time, or in another school, could we expect the same results? Why or why not? Who might be interested in our results?
"The final thought to leave with students is that they can be researchers and producers of new information and that new knowledge can be produced and communicated through mathematics. Their findings may contribute to the knowledge base of the class, the school, the community, or society as a whole. Their findings may affect their school or their world in a very positive way" (Bohan et al., 1995, p.260).
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