Inquiry-Oriented Instruction: A Conceptualization of the Instructional Principles

Abstract

Research has highlighted that inquiry-based learning (IBL) instruction leads to many positive student outcomes in undergraduate mathematics. Although this research points to the value of IBL instruction, the practices of IBL instructors are not well-understood. Here, we offer a characterization of a particular form of IBL instruction: inquiry-oriented instruction. This characterization draws on K-16 research literature in order to explicate the instructional principles central to inquiry-oriented instruction. As a result, this conceptualization of inquiry-oriented instruction makes connections across research communities and provides a characterization that is not limited to undergraduate, secondary, or elementary mathematics education.

Keywords:

• Inquiry-oriented
• instructional practices
• teaching

Additional information

Notes on contributors

George Kuster

George Kuster is an assistant professor in the Department of Mathematics at Christopher Newport University. His research focuses on student thinking and learning in differential equations. The goals of this research are to understand how students' notions of function, rate of change, and solution are utilized and change as they construct an understanding of differential equations. In addition to this, he is also interested in the implementation of inquiry-oriented mathematics and its connections to student learning.

Estrella Johnson

Estrella Johnson is an assistant professor of mathematics education in the Department of Mathematics at Virginia Tech. Her research focuses on the mathematical work done in the moment as mathematicians implement inquiry-oriented curricula. The goals of this research are to better understand the work carried out by teachers as they implement inquiry-oriented curriculum and to understand the ways in which teachers' mathematical work influences the learning of their students.

Karen Keene

Karen Keene is an associate professor of mathematics education. She conducts research in undergraduate mathematics education, primarily concerning differential equations teaching and learning. Additionally she researches the social construction of mathematical meaning in undergraduate classrooms. Her second area of research is lies within secondary teacher education focusing on teachers' content knowledge and how it connects to their teaching and curriculum development.

Christine Andrews-Larson

Christine Andrews-Larson is an assistant professor of mathematics education in the College of Education at Florida State University. Her research focuses on teacher learning, with a particular emphasis on teacher workgroups and professional networks. She is currently working to coordinate research on student learning, and teacher professional development for the purpose of understanding how to scale up inquiry-oriented instruction with a focus on post-secondary mathematics.