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The Myth of Discovery-Based Learning in Maths
Introduction:
Explore the differences between discovery-based learning, problem-based learning, inquiry-based learning, explicit instruction, and direct instruction.
Discuss the learning theories that drive inquiry-based learning and explicit instruction.
Explain why inquiry-based learning rose to popularity.
The Research:
Review meta-analysis research on the efficacy of inquiry-based learning and direct instruction in Math.
The Myths:
Address myths from the constructivist era of Math: the belief that conceptual knowledge is more important than procedural knowledge, that conceptual knowledge must be discovered, that procedural instruction is mere mimicking, productive struggle, and Math anxiety.
Practical Tips:
Provide strategies for effective teaching, including backward planning, scaffolding, and aligning instruction with assessment.
Nathaniel Hansford
Nathaniel Hansford has taught every grade preK–12 in places like South Korea, the United Kingdom, Ontario, and the subarctic of Quebec. In 2022, he won the Literacy Leader of the Year award from the Ontario International Dyslexia Association. Nathaniel has written numerous articles on the science of teaching. He is most interested in using meta-analysis research to help teachers implement proven methodologies.
Nathaniel graduated from Lakehead University in Thunder Bay, Ontario, Canada, with a bachelor’s degree in education and history. He also holds 11 additional teaching qualifications, including a specialty in reading and special education.