Master of Education Research Theses
Date of Successful Defense
3-16-2010
Date Degree Awarded
2010
Document Type
Thesis
Degree Name
Master of Education (M.Ed.)
School/Department
Education
Advisor
Chi-en Hwang, Ph.D.
Keywords
mathematics, inquiry, instruction, middle school, pre-algebra, teaching methods
Abstract
This quantitative study provides information obtained through the use of inquiry-based mathematics instruction verses traditional mathematics instruction. The use of each curriculum was implemented into two classrooms of eighth grade pre-algebra students. The study was based on data collected before and after each of the two units of study. Fifty-two suburban eighth grade students represented the sample population. Results of the SPSS analysis showed that both classes made improvement from their pre-test to their post-test for both units but students receiving instruction through inquiry-based instruction showed significantly more improvement on the second unit. These results can be useful for educators considering the adoption of an updated or new mathematics curriculum in their school district.
DOI
10.15385/tmed.2010.5
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Recommended Citation
Ferguson, Kyle, "Inquiry Based Mathematics Instruction Versus Traditional Mathematics Instruction: The Effect on Student Understanding and Comprehension in an Eighth Grade Pre-Algebra Classroom" (2010). Master of Education Research Theses. 26.
https://digitalcommons.cedarville.edu/education_theses/26
Included in
Junior High, Intermediate, Middle School Education and Teaching Commons, Science and Mathematics Education Commons
