Exploring patterns using inquiry-based lessons

Abstract

This study focuses on the exploration of patterns by 6th-graders in their mathematics class. It addresses two questions: 1) How do students embrace tasks involving patterns? 2) What difficulties do they face when solving these tasks? An intervention of three inquiry-based mathematics lessons comprising 3 tasks of patterns (3 to continue a sequence and 2 to investigate the sequence) was carried out. Qualitative methods were used to analyse students’ solving the tasks. Results show that students succeeded in the majority of the tasks. The inquiry-based lessons gave them an opportunity to solve problems and stimulate mathematical reasoning and students’ oral mathematics communication, creating a challenging environment in the classroom.