Lower Secondary Students’ Cognitive, Social and Instructional Mathematical Experiences in Instant Messaging Environments

Abstract

Instant messaging environments (IMEs) have become increasingly prevalent in teaching settings due to their ease of access to information and comfortable user experience. Given the challenges students often face in mathematics education, it is crucial to examine teaching environments created with IME, from cognitive, social and instructional perspectives. This study investigates the mathematical experiences of lower secondary school students in an IME through the lens of the Community of Inquiry (CoI) framework. 27 students participated in this case study, with message data analysed for cognitive, social and instructional elements. The findings indicate that IMEs support students' inquiry and critical thinking skills through collaborative problem-solving and knowledge-sharing. Additionally, the IME environment facilitated open communication, allowing students to articulate their mathematical difficulties and actively engage in group dynamics. Teacher played a crucial role in guiding discussions and clarifying complex concepts. Overall, IMEs offer an enriching platform for mathematics education by integrating inquiry-based learning, enhancing cognitive engagement and promoting a sense of community.