Inquiry-Based Teaching Of Fraction Division: A Case Study Of Primary School Mathematics Teachers

This study aims to explore the inquiry-based teaching of fraction division among primary mathematics teachers and to understand their reasoning behind their teaching methods.This paper presents a case study of an experienced teacher, Mr. Ali (pseudonym) who teaches standard six students and employs inquiry-based teaching when teaching fraction division.This study applies a case study design, and the teacher was chosen using the purposive sampling method.Research data was collected through lesson observation, interviews, and document analysis to answer the research questions.The collected data was then qualitatively interpreted and analyzed.The study reveals that the teacher used an inquirybased method in teaching division of fractions which is anchored on stimulation, hands-on activities and making conclusions.This approach is heavily influenced by Mr. Ali's understanding and beliefs in inquiry-based teaching.He believed that hands-on activities and learning by doing promote fun learning and enhance students' memorization of procedure for fraction division.Additionally, the teacher also believed that inquiry-based teaching is appropriate to be used in teaching the concept of fraction division because it develops higher-order thinking skills among students.Based on these findings, it is recommended that future studies explore the use of inquiry-based teaching of other concepts of fraction to gain a more comprehensive understanding of its application in teaching mathematics.