# Blog posts and interviews

# Most read Inquiry Maths posts

# Teachers' posts and presentations

Getting started with Inquiry Maths (presentation)

4-by-3 rectangle inquiry

Using prompts to differentiate (presentation)

Exponents inquiry

# More Inquiry Maths posts

## Inquiry Maths in the classroom

Teacher's response The teacher's response to the students' responses to the prompt

Slow start The need for a slow start to inquiry

Teacher's role The teacher's role in inquiry

Department Introducing Inquiry Maths into a department

Inequality Dismantling inequality through inquiry

Extending inquiry Extending an inquiry into the second lesson and beyond

Learning 10 Things students learn in Inquiry Maths classrooms

Objections Seven objections to teaching mathematics through inquiry

Independence Independence through structure

Independence Independence, initiative, and teacher direction

Learning The zone between knowing and not knowing (Part 1: Slowing down)

Learning The zone between knowing and not knowing (Part 2: Modelling and orchestrating)

## Inquiry Maths and ...

Investigations The differences between investigations and inquiries

Discovery Inquiry is NOT discovery learning

Problem solving Inquiry and problem solving

Mixed attainment Inquiry and mixed attainment classes

International Baccalaureate The IB cycle of mathematical inquiry

Philosophical inquiry The relationship between philosophical and mathematical inquiry

Philosophical inquiry Philosophical inquiry in mathematics classrooms

Shanghai Maths Inquiry and Shanghai maths (part 1)

Shanghai Maths Shanghai maths: teacher-led and student-centred (part 2)

Online learning Inquiry and online learning

Inquiry and mastery Part 1: First appearance in the UK

Inquiry and mastery Part 2: The NCETM and mastery

Inquiry and mastery Part 3: A reply to the NCETM

Review of the Inquiry and Mastery series: “This is a significant, must-read piece of writing which offers key ideas relating learning with problem solving.” Mike Ollerton

# Video

What is inquiry-based learning in mathematics?

Dr Jennifer Chang Wathall discusses the features of inquiry-based learning in mathematics that she has identified through her work with teachers. Jennifer's key conclusion, which we at Inquiry Maths very much agree with, is that teachers should draw on their unique skills and interests to co-create a shared understanding of inquiry for their own context.

Jennifer has also showcased the Inquiry Maths website on her YouTube channel: 119. Inquiry Maths.