Learning outcomes
After studying this chapter, you should be able to:
• identify the benefits and challenges of using student-centred (or learner-centred) teaching approaches in secondary mathematics classrooms
• describe a range of teaching strategies that foster student-centred approaches
• consider how problem solving can be implemented in mathematics classrooms as well as the similarities and differences between problem solving and mathematical modelling
• identify types of inquiry-based learning with appropriate task selection
• plan inquiry-based learning approaches using collaborative or cooperative learning.
Introduction
The purpose of this chapter is to investigate a range of teaching strategies suitable for use in secondary mathematics classrooms that are typically referred to as student-centred or learner-centred teaching approaches. Such approaches usually involve student inquiry into mathematical ideas and may involve discussion, small-group work, collaborative or cooperative learning, problem solving and mathematical modelling. Student inquiry-based learning requires students to make sense of a problem situation, think about the mathematics they might use to solve the problem, make decisions about the strategies they will use, and then carry out the necessary strategies and procedures to find a resolution to the situation. It also requires students to critically analyse, reflect, evaluate and draw conclusions, along with other processes, and is frequently enabled by working with others in collaborative or cooperative learning teams. In this chapter, a range of student-centred approaches is considered, with advice about the best ways to implement such approaches, including examples of suitable mathematics task types. Strategies for implementing cooperative learning will also be discussed. Additionally, we will also explore some of the HOTmaths resources that you could use in your lessons and you will have an opportunity to reflect on their significance.
Key terms
• Collaborative learning: ‘… involves a team of students who learn through working together to share ideas, solve a problem, or accomplish a common goal’ (Lahann & Lambdin, 2014, p. 75). In this approach, the students organise how they will work as a group by negotiation.
• Cooperative learning: ‘… involves students working together in small groups to accomplish shared goals’ (Gillies, 2007, p. 1). In this approach, the teacher prepares students for the group task by assigning roles and structuring the task.