Teaching and Learning of Vertex Coloring Using an Inquiry-Based Approach

Figures & data

Figure 1. Inquiry in the three layers at the tertiary level [17, p. 279]. (Adopted with permission from the author.)

Figure 2. A contextual task to motivate students to learn about vertex coloring.

Figure 3. A simple graph constructed in response to Task 1.

Figure 4. A simple directed graph constructed in response to Task 1.

Figure 5. Defining vertex coloring for students and give them the opportunity to work with Task 1 again.

Figure 6. Providing an opportunity for students to develop their understanding of vertex coloring using a problem-posing task.

Figure 7. Providing an opportunity for students to develop their understanding of vertex coloring.

Figure 8. Providing an opportunity for students to develop their understanding of critical graphs using a problem-posing task.

Figure 9. Providing more opportunities for students to inquire about critical graphs.

Figure 10. A theorem related to k-critical graph.

Figure 11. An integration of IBL with problem-posing activities to introduce a mathematical concept at the undergraduate level.

Jaworski, B. 2020. Inquiry-based practice in university mathematics teaching development. In D. Potari, and O. Chapman (Eds.), International Handbook of Mathematics Teacher Education, pp. 275–302. Leiden: Brill Sense, Volume 1.

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