Activity based learning during Mathematics Classes
Date Issued
2021-06-10
Author(s)
Aliyeva, Mujgan
Aghayeva, Nigar
Abstract
The purpose of the study was to explore students’ and instructors’ perceptions about teaching
and learning Math and pilot the Capstone Project’s end product Activity Toolbox designed to
teach Trigonometric functions unit via activity-based learning approach. Qualitative research
design was applied in this study. The research sought to receive an answer to the research
question, “Does using of activity-based learning engage students in learning Mathematics and
assist teachers in instructing them?” The first stage consisted of semi structured individual
interviews conducted with four Math teachers to generate information about teaching and
learning Mathematics and activity-based learning. Two focus group interviews administered with
the 10th graders aimed at collecting high-quality data in a social context and understanding the
specific problem, teaching Trigonometric functions unit.
Second stage of the study was piloting activities from the Activity Toolbox. Types of activities
were chosen considering Math teachers’ and 10th graders’ answers obtained during the interview
process and then, designed. ADA School Math instructors piloted random activities from the
Toolbox while teaching the tenth graders in the on-line classes, and we observed them. After the
observations, interviews with the same instructors after the piloting assisted to gather their
reflections about activity-based learning and piloted activities. To validate the data obtained from
the observations and post -piloting interviews with the Math teachers, data triangulation was
applied.
The major finding of the Capstone Project was that ABL may have positively affected the tenth
graders’ Math learning at ADA School based on the results of observations and Math teachers’
post- piloting interviews. The study allowed to conclude that Instructions Checking Questions
helped students easily handle understanding instructions of ABL and the Trigonometric
functions unit taught during the observed classes where activities from Toolbox were utilized.
and learning Math and pilot the Capstone Project’s end product Activity Toolbox designed to
teach Trigonometric functions unit via activity-based learning approach. Qualitative research
design was applied in this study. The research sought to receive an answer to the research
question, “Does using of activity-based learning engage students in learning Mathematics and
assist teachers in instructing them?” The first stage consisted of semi structured individual
interviews conducted with four Math teachers to generate information about teaching and
learning Mathematics and activity-based learning. Two focus group interviews administered with
the 10th graders aimed at collecting high-quality data in a social context and understanding the
specific problem, teaching Trigonometric functions unit.
Second stage of the study was piloting activities from the Activity Toolbox. Types of activities
were chosen considering Math teachers’ and 10th graders’ answers obtained during the interview
process and then, designed. ADA School Math instructors piloted random activities from the
Toolbox while teaching the tenth graders in the on-line classes, and we observed them. After the
observations, interviews with the same instructors after the piloting assisted to gather their
reflections about activity-based learning and piloted activities. To validate the data obtained from
the observations and post -piloting interviews with the Math teachers, data triangulation was
applied.
The major finding of the Capstone Project was that ABL may have positively affected the tenth
graders’ Math learning at ADA School based on the results of observations and Math teachers’
post- piloting interviews. The study allowed to conclude that Instructions Checking Questions
helped students easily handle understanding instructions of ABL and the Trigonometric
functions unit taught during the observed classes where activities from Toolbox were utilized.
Subjects