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Title: I on the Prize: Inquiry Approaches in Undergraduate Mathematics
In the United States (US) and elsewhere across the world, undergraduate mathematics instructors are increasingly aware of the value of inquiry-based instruction. In this research commentary, we describe the intellectual origins and development of two major strands of inquiry in US higher education, offer an explanation for apparent differences in these strands, and argue that they be united under a common vision of Inquiry-Based Mathematics Education (IBME). Central to this common vision are four pillars of IBME: student engagement in meaningful mathematics, student collaboration for sensemaking, instructor inquiry into student thinking, and equitable instructional practice to include all in rigorous mathematical learning and mathematical identity building. We conclude this commentary with a call for a four-pronged agenda for research and practice focused on learning trajectories, transferable skills, equity, and a systems approach.  more » « less
Award ID(s):
1347669 1525077
PAR ID:
10658312
Author(s) / Creator(s):
;
Publisher / Repository:
Springer Nature
Date Published:
Journal Name:
International Journal of Research in Undergraduate Mathematics Education
Volume:
5
Issue:
1
ISSN:
2198-9745
Page Range / eLocation ID:
129-146
Subject(s) / Keyword(s):
active learning inquiry-based learning inquiry-based mathematics education inquiry-oriented instruction undergraduate mathematics education
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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