Exploring Existing Knowledge using Query Type of Questions to Launch and Sequentially Conduct a Math Lesson

Abstract

The underlying logic behind most of the things is a form of mathematics. Therefore, a grasp and ownership of mathematical concepts is key to understanding how things work, particularly at tertiary level of education. Given the importance of math, from registration records, it was found that approximately 1500, i.e., 16.3% of the current student population at a private university in Bangladesh, delayed taking the foundation course on math till the final year of study. Among these are students who are retaking the subject. Among reasons found are that students do not like mathematics, or are not interested and/or have a fear of math. Based on these apprehensions in mind, the lesson delivery methodology of an existing foundation mathematics course was redesigned.  The Query Based Access to Neurons (QuBAN) methodology is an interactive brain-engaging teaching methodology that first taps existing knowledge of the learners, then utilizes this to build new knowledge. This study aims to evaluate the efficacy of the QuBAN approach. Before and after the course were evaluated for measuring changes in their perceptions, interests, views, and thoughts about mathematics and the new teaching methodology through the pre and post-questionnaires respectively. Half of the students found the usefulness of the methodology is between 6.84 to 7.5 out of 10. That is, the methodology has shown its effectiveness to reduce fear of mathematics in the students.