Inquiry teaching in mathematics classroom in a lower secondary school of Karachi, Pakistan

Date of Award


Document Type


Degree Name

Master of Education (M. Ed.)


Institute for Educational Development, Karachi


The purpose of the research was to understand the process of implementation of inquiry teaching strategies in lower secondary mathematics classroom in Pakistan. The research methodology was action research (Kemmis, 2004) in which I played the dual role of teacher and researcher, and taught Mathematics to class seven in a private English medium school in Karachi. The inquiry teaching strategies were implemented by using the model of inquiry called exploration, invention and expansion (E-I-E)' Data was generated through observation, conversation with students, reflective journals, sample of students' work and teacher interviews. Some key findings and conclusions can be drawn which are: inquiry teaching and learning was facilitated through change in the physical and social environment of the classroom which provided the students with physical, social and intellectual space in learning. This change was achieved through designing teaching tasks which required questioning, discussion and group work. The E-I-E model of inquiry enabled the students to learn Mathematics concepts, relationships and rules in a holistic manner and inquiry teaching provided students the autonomy to learn by building on their prior knowledge. Moreover, the teacher's role in an inquiry classroom was that of a facilitator who was also engaged in inquiry. Finally, the study explored many issues like the use of textbooks, exams, and course completion as debilitative factors in the implementation of inquiry teaching strategies.

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