Mathematics
OP5 Adopting Inquiry Approach and Differentiated Instruction to a Mathematics Lesson
Date: 31 March 2026
Time: 0830 - 1000
Venue: Rosyth School
Teacher: Miss Serene Yeo (Rosyth School)
This Primary 5 open classroom session demonstrates inquiry-based mathematics learning through an engaging, game-based E2K activity designed to support learners of diverse abilities. Through purposeful
teacher questioning, students are guided to reason mathematically and think critically as they explore how different choices and operations within the game influence outcomes.
The lesson also highlights differentiated instruction in practice, with tasks intentionally structured to meet varying learning needs. Students who require additional scaffolding use digital tools such as Scratch to strengthen their computational understanding and visualise emerging mathematical patterns. At the same time, more advanced learners are challenged to extend their thinking by
designing variations and modifications to the original task.
Educational technology is also purposefully integrated to support collaborative learning and capture real-time student responses, enabling teachers to surface students’ thinking and make informed instructional decisions during the lesson.
This lesson will illustrate how inquiry-based learning, differentiated instruction, and purposeful integration of educational technology can work together to engage learners meaningfully while developing confidence, reasoning, and flexibility in mathematical thinking.
Ms Serene is a Senior Teacher (Mathematics) at Rosyth School with 30 years of experience in Gifted Education Mathematics. A strong advocate for maximising every pupil's potential, she engages students through rigorous yet enjoyable teaching approaches. She actively supports Mathematics teachers' professional development through multiple platforms and programmes, serving as one of the trainers for E2K Math and Critical & Creative Thinking Webinars. As an active HAL Committee member, she also spearheads initiatives to nurture mathematical talent, coordinates inter-school exchanges, and leads action research on effective HAL pedagogical practices to prepare educators and learners to be future-ready.