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Research and articles

This page is aimed at postgraduate students and trainee teachers who are interested in carrying out research into the Inquiry Maths model and mathematical inquiry more broadly. Research questions could involve: 
    • types of students' inductive and deductive reasoning (exploring, conjecturing, reasoning and proving) in mathematical inquiry;
    • establishing a culture (or community) of inquiry;
    • the negotiated regulation and direction of inquiry;
    • the development of students' questioning and noticing of properties;
    • mathematical discussion;
    • learning, connecting and representing concepts;
    • the development of lines of inquiry;
    • the teacher's role in orchestrating, structuring and guiding inquiry;
    •  incidences of student agency, initiative and independence; and
    • the psychological and philosophical bases of mathematical inquiry.
Literature review
Click here for a reading list of books, chapters and journal articles about inquiry in mathematics classrooms, including research on the impact of inquiry learning.
The articles below are shared through Google. If you are denied access, please check the settings on your computer or other device. This applies, in particular, to local school networks that block downloads from outside sites.
Planning and unplanning mathematical inquiry (2020) Andrew Blair considers the detailed planning in preparation for inquiry and an openness to ‘unplanning’ in the moment of inquiry.
Inquisitive about inquiry? Loaded with cognitive load? Part 1 (2020) Mike Ollerton, Jude Stratton and Anne Watson discuss the limitations of cognitive load theory in the mathematics classroom and the forms of thinking promoted by inquiry.
Models for teaching mathematics revisited (2019) Andrew Blair and Helen Hindle contrast the 'path-smoothing' small steps approach to 'challenging' inquiry and student-led learning.
Inquiry Maths: an idea whose time has come (2014) Andrew Blair looks at the nature of inquiry in the work of Dewey, Bruner and a recent EU-funded project. It shows how inquiry is compatible with the inductive and deductive nature of mathematics.
Inquiry Teaching (2008) Andrew Blair discusses the theory behind the Inquiry Maths model. The article argues that only inquiry lessons can harmonise the conceptual content of lessons with the method of learning.
Inquiry in Mathematics Education A booklet published by the Fibonacci Project (2010-2013) - an EU-funded project to disseminate inquiry-based mathematics education within the European Union.
Getting Started with Student Inquiry (2011) A good summary of the roles of student and educator in the inquiry classroom.
When the Problem is Not the Question and the Solution is not the Answer: Mathematical Knowing and Teaching (1990) Magdalene Lampert's seminal paper on changing the culture of a classroom to promote students' conjectures and the analysis of mathematical structure.
Trainee teachers' reflections on using Inquiry Maths
London Metropolitan University 
Trainee teachers at London Metropolitan University have been using Inquiry Maths in their practice since 2016. Some have created their own prompts, while others have devised new concepts with which to plan and analyse inquiry lessons. Below are links to a selection of the trainee's projects:
Stem and leaves
New fractions prompt
Developing independent and self-aware learners
Planning and evaluating
New prompt on prime factors
University of Brighton
Inquiry Maths reviewed Trainee teachers on a course at the University of Brighton (UK) review an article about Inquiry Maths.
Inquiry Maths workshops
There have been Inquiry Maths workshops at the following universities:
University of Birmingham (UK)
University of Brighton (UK)
University of Cambridge (UK)
London Metropolitan University (UK)
Manchester Metropolitan University (UK)
University of Maryland (US)*
University of Nottingham (UK)
Sheffield Hallam University (UK)

St. Mary's University (UK)
UCL Institute of Education, London (UK)
University of Sussex (UK)
University of Warwick (UK)
* Part of a workshop on approaches to learning mathematics