We are proposing an inquiry-based learning for this project and a mobile technology called "Circle Math App". The learning theory we applied in this innovation is constructivism. We want learners to make learning process at their own pace through experience while experience the social presence among peers. Also, we want to motivate the students to learn the said topic using technology and teach them to use it for learning, besides for entertainment only. This proposed mobile application is designed to help students to understand the relationship between the circumference and diameter of a circle and how to derive them by relate it to the items surrounding. It includes interactive learning activity while promoting deeper learning environment.
IBL can be applied in teaching Mathematics and promote self-learning approach among the learners. According to Fielding-Wells and Makar (2009), the Inquiry-based learning (IBL) conducts scientific research on Mathematics which allows students to deal with real-world situation and acquire knowledge through mathematical conversation and study. To promote IBL, teachers must construct a learning environment that induce the understanding of the learners on the topic instead of memorizing it, and teachers are encouraged to provide tasks that requires high order thinking skills (Boston & Smith, 2009). Pelikan et al. (2021) investigated that student who experienced themselves as highly competent use Self-Regulated Learning strategies (goal setting and planning, time management, metacognitive strategies) more often and are more intrinsically motivated than students with lower perceived competence. Literature review showed that IBL has been applied in teaching Mathematics in forming students' positive emotional state and their interest in solving the problem in the class. Vlasenko et al. (2020) have involved students in their research in investigating the influence of emotion among students in applying IBL in learning environment. Results showed that students will be encouraged and motivated to learn through IBL when they do not feel negative emotions during learning process.
Abu-Al-Aish et al. (2012) discovered that majority of students own smart phones. Students can access the Internet everywhere using their mobile phone. Students are becoming excited in exploring the subject using new technologies. Through mobile learning, students can access more learning materials and enable them to study in their own pace. The reserach suggested that mobile learning can save time and making the sharing of learning materials become very convenient. This mobile learning approach can be supported by Yosiana et al. (2021) where mobile learning can assimilate learners' learning experience in daily activities. Learning experience can be more self-paced and connecting to environment (daily life problems) to make them to understand better on the subject.