PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
More than meets the I: Inquiry approaches in undergraduate mathematics
Page: 357
In the United States (US) and worldwide, undergraduate mathematics instructors are increasingly aware of the value of inquiry-based instruction. We describe the intellectual origins and development of two major strands of inquiry in US higher education in mathematics, 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 by calling for a four-pronged research agenda focused on learning trajectories, transferable skills, equity, and an educational systems approach.