An Analysis of the Use of Inquiry Based Learning Through The 5E Model as A Pedagogy to Improve Critical Thinking and Problem Solving in Mathematics Education in Jamaica

This paper analyses the existing and restructured use of the Inquiry-Based Learning (IBL) pedagogy through the 5E model in Mathematics education in Jamaica. Mathematics education in Jamaica has been an area of concern for over a decade as data shows that many students continue to fail to meet the national standards. In order to mitigate this growing issue, the Ministry of Education, Youth and Information (MoEYI) has implemented a new curriculum, method of teaching and forms of assessment to aid in developing critical thinkers and problems solvers in the field of Mathematics and by extension, other disciplines across the curriculum. This paper examines the implemented curriculum in relation to intended curriculum by observing the existing use of 5E in comparison to a restructured 5E to determine if a difference exists that can aid in improving students' performance. The major finding is that there seems to be a gap between the theory of IBL and its implementation where online lessons for the re-structured 5E seems to be favourable to develop knowledge and skills but more favourable to develop mathematical thinking skills.