RUME 27
2025
Alexandria, Virginia
Inquiring About What? Student Questions in Inquiry-Oriented Abstract Algebra
Page: 1179
While extensive research has been conducted on curriculum development, teaching strategies, and student thinking in inquiry-oriented instruction, there is little focus on the nature of students’ inquiry as it relates to question-posing; we know almost nothing about how and why students ask questions in these courses. Since inquiry-oriented mathematics teaching aims to shift mathematical authority to be shared between teacher and students, we wonder about the role of student inquiry in this shift. We present preliminary findings from an inductive analysis of students’ questions and the mathematical authority relations that arise during classroom interactions where students ask questions in an inquiry-oriented undergraduate abstract algebra class.