RUME 28
2026
Alexandria, Virginia
Exploring the Relationship Between Group Roles and Participation Patterns in an Inquiry-Based Mathematics Course
Page: 100
This report examines how group roles and instructional practices shaped student participation in an inquiry-oriented undergraduate mathematics course. Using classroom video with thematic analysis and equity analytics, findings indicate alignment with the four pillars of Inquiry-Based Mathematics Education (IBME). The role responsible for reporting to the class (called reporter) most clearly influenced participation, while other roles were taken up more fluidly as students responded to the needs of the group’s mathematical exploration. An important observation is that calling on reporters in a male-dominant classroom may constrain who speaks publicly, even within an intentional design for equity. Overall, the results suggest that IBME design fosters collaborative learning while also highlighting opportunities for future research on how group roles and instructional practices can be refined to support equitable participation.