Inquiry-Based Teaching in Mathematics Classroom in a Lower Secondary School of Karachi, Pakistan

Abstract

There is greater demand on schools to provide autonomy to the learners in the learning process. Diverse strategies are suggested by academicians to achieve the desired autonomy. One such
strategy is inquiry-based teaching which provides students with enhanced autonomy in the
learning process. This study explores how inquiry-based teaching could be introduced in
mathematics classroom in a lower secondary school of Pakistan through an action research
process? Analytic memos, sample of students work, reflections from critical friend, observations,
field notes and interviews were the main tools of data generation during the study. The results
of the study report that inquiry-based teaching in mathematics classroom in lower secondary
school of Pakistan could be initiated through change in physical setting of the classroom,
changing role of students and teachers in the learning process, focusing autonomy rather than
efficiency of the students in the learning and modifying the current examination system.