{"id":{"repo_id":"malta","oai_identifier":"oai:www.um.edu.mt:123456789/7719"},"canonical_url":"https://search.dev.ndltd.org/etd/malta/oai:www.um.edu.mt:123456789/7719","repository":{"repo_id":"malta","name":"University of Malta","base_url":"https://www.um.edu.mt/library/oar/oai/request"},"display":{"title":"Inquiry-based learning in mathematics : the case of students with SEBD","abstract":"This qualitative case study, which draws on an action research methodology, explores the use of Inquiry-Based Learning (IBL) in the teaching of Mathematics to students with Social, Emotional and Behavioural Difficulties (SEBD). The aims of this research were: (i) to explore how students with SEBD experience IBL in Mathematics; (ii) to explore how the teacher can use IBL to provide students with SEBD with more meaningful learning experiences in Mathematics; and (iii) explore whether or not IBL improves student motivation towards Mathematics and gives a better understanding of the subject. The participants of this study were the Mathematics teacher and his 13 students in the school's Mathematics Core Programme Form 3 class. The data was collected during the 2010-2011 scholastic year: After creating an IBL-friendly classroom environment in the first months, the actual implementation of the IBL pedagogy and the data collection were carried out over a 15 week period starting in late January 2011. The main data sources included teacher observations (which were captured in situ in field notes and later elaborated in a reflective journal), in-depth interviews with students, focus group sessions with students, students' work and journal writings. The research findings indicate strongly that IBL can benefit the learning of Mathematics of students with SEBD. This was particularly evident when a cooperative learning environment was created in which students felt safe and worked together.","abstract_html":"This qualitative case study, which draws on an action research methodology, explores the use of Inquiry-Based Learning (IBL) in the teaching of Mathematics to students with Social, Emotional and Behavioural Difficulties (SEBD). The aims of this research were: (i) to explore how students with SEBD experience IBL in Mathematics; (ii) to explore how the teacher can use IBL to provide students with SEBD with more meaningful learning experiences in Mathematics; and (iii) explore whether or not IBL improves student motivation towards Mathematics and gives a better understanding of the subject. The participants of this study were the Mathematics teacher and his 13 students in the school's Mathematics Core Programme Form 3 class. The data was collected during the 2010-2011 scholastic year: After creating an IBL-friendly classroom environment in the first months, the actual implementation of the IBL pedagogy and the data collection were carried out over a 15 week period starting in late January 2011. The main data sources included teacher observations (which were captured in situ in field notes and later elaborated in a reflective journal), in-depth interviews with students, focus group sessions with students, students' work and journal writings. The research findings indicate strongly that IBL can benefit the learning of Mathematics of students with SEBD. This was particularly evident when a cooperative learning environment was created in which students felt safe and worked together.","abstract_has_math":false,"creators":[],"institution":"University of Malta","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012","date_published":"2012","updated_at":"2026-07-27T20:10:58Z","subjects":["Inquiry-based learning -- Malta","Mathematics -- Study and teaching (Secondary) -- Malta","Problem children -- Education -- Malta"],"languages":["en"],"rights":["info:eu-repo/semantics/restrictedAccess"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://www.um.edu.mt/library/oar//handle/123456789/7719","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2016-01-25T11:26:08Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2016-01-25T11:26:08Z"]},{"key":"dc:date.issued","label":"Date","values":["2012"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Faculty of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Malta"]},{"key":"dc:type","label":"Dc Type","values":["masterThesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Inquiry-based learning -- Malta","Mathematics -- Study and teaching (Secondary) -- Malta","Problem children -- Education -- Malta"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["info:eu-repo/semantics/restrictedAccess"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://www.um.edu.mt/library/oar//handle/123456789/7719"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["M.ED."]},{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative case study, which draws on an action research methodology, explores the use of Inquiry-Based Learning (IBL) in the teaching of Mathematics to students with Social, Emotional and Behavioural Difficulties (SEBD). The aims of this research were: (i) to explore how students with SEBD experience IBL in Mathematics; (ii) to explore how the teacher can use IBL to provide students with SEBD with more meaningful learning experiences in Mathematics; and (iii) explore whether or not IBL improves student motivation towards Mathematics and gives a better understanding of the subject. The participants of this study were the Mathematics teacher and his 13 students in the school's Mathematics Core Programme Form 3 class. The data was collected during the 2010-2011 scholastic year: After creating an IBL-friendly classroom environment in the first months, the actual implementation of the IBL pedagogy and the data collection were carried out over a 15 week period starting in late January 2011. The main data sources included teacher observations (which were captured in situ in field notes and later elaborated in a reflective journal), in-depth interviews with students, focus group sessions with students, students' work and journal writings. The research findings indicate strongly that IBL can benefit the learning of Mathematics of students with SEBD. This was particularly evident when a cooperative learning environment was created in which students felt safe and worked together."]},{"key":"dc:title","label":"Title","values":["Inquiry-based learning in mathematics : the case of students with SEBD"]}]}],"canonical_facts":{"dc:date.accessioned":["2016-01-25T11:26:08Z"],"dc:date.available":["2016-01-25T11:26:08Z"],"dc:date.issued":["2012"],"dc:description":["M.ED."],"dc:description.abstract":["This qualitative case study, which draws on an action research methodology, explores the use of Inquiry-Based Learning (IBL) in the teaching of Mathematics to students with Social, Emotional and Behavioural Difficulties (SEBD). The aims of this research were: (i) to explore how students with SEBD experience IBL in Mathematics; (ii) to explore how the teacher can use IBL to provide students with SEBD with more meaningful learning experiences in Mathematics; and (iii) explore whether or not IBL improves student motivation towards Mathematics and gives a better understanding of the subject. The participants of this study were the Mathematics teacher and his 13 students in the school's Mathematics Core Programme Form 3 class. The data was collected during the 2010-2011 scholastic year: After creating an IBL-friendly classroom environment in the first months, the actual implementation of the IBL pedagogy and the data collection were carried out over a 15 week period starting in late January 2011. The main data sources included teacher observations (which were captured in situ in field notes and later elaborated in a reflective journal), in-depth interviews with students, focus group sessions with students, students' work and journal writings. The research findings indicate strongly that IBL can benefit the learning of Mathematics of students with SEBD. This was particularly evident when a cooperative learning environment was created in which students felt safe and worked together."],"dc:identifier.uri":["https://www.um.edu.mt/library/oar//handle/123456789/7719"],"dc:language.iso":["en"],"dc:publisher.department":["Faculty of Education"],"dc:publisher.institution":["University of Malta"],"dc:rights":["info:eu-repo/semantics/restrictedAccess"],"dc:subject":["Inquiry-based learning -- Malta","Mathematics -- Study and teaching (Secondary) -- Malta","Problem children -- Education -- Malta"],"dc:title":["Inquiry-based learning in mathematics : the case of students with SEBD"],"dc:type":["masterThesis"]},"updated_at":"2026-07-27T20:10:58Z"}