Narrative Structure in Inquiry-Based Learning

Abstract

Our goal with this paper is three-fold. We want to increase awareness of inquiry-based learning by presenting the strategy we use to develop and implement lessons and activities. We describe our approach to structuring lessons in mathematics in a way that engages the students by using language and constructs with which they are familiar from other non-science classes. Finally, we include samples from an exploration of celtic knots that we think works well to engage students in the inquiry process, making use of these ideas.

Keywords:

• Inquiry-based learning
• narrative structure
• celtic knot

Additional information

Notes on contributors

L. Christine Kinsey

L. Christine Kinsey is a topologist and is interested in connections between mathematics and arts and literature. She enjoys activities with her dogs, knitting, and woodworking.

Teresa E. Moore

Teresa E. Moore is also a topologist. She enjoys teaching at a liberals arts college where she can interact with students with diverse backgrounds and interests, and demonstrate how mathematics can play an important role in interpreting many aspects of their lives. She also enjoys a variety of outdoor activities with her family who sometimes get tired of hearing how all things relate to math.