The current mathematics policy and curricular documents in Jamaica, like many countries internationally, recommend that teachers use an inquiry- and problem-based approach to classroom teaching and learning. These approaches have been found to facilitate the development of important skills such as reasoning and critical thinking that are essential to students’ successful functioning in real life and school.

However, research findings from empirical studies conducted by researchers within the Mathematics Unit, School of Education, UWI (Mona) indicate that students’ ability to reason and think critically is weak. Also, teachers’ knowledge of inquiry-based teaching and specific ways of transferring their knowledge of inquiry-based approaches to the context of the Jamaican classroom appear to need strengthening.

This workshop has therefore been organised to address the previously mentioned gaps. Additionally, it aligns with national mandates, as well as the SoE’s present strategic plans. We believe that this initiative will serve as one of SOE’s concrete contributions to improving the teaching and learning in primary and secondary mathematics classrooms in Jamaica. It is also likely to positively impact students’ mathematics achievement/engagement and in so doing, contribute to realizing an urgent national imperative.