Research and articles
Planning and unplanning mathematical inquiry (from Mathematics Teaching 271, 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 (from Mathematics Teaching 270, 2020) Mike Ollerton, Jude Stratton and Anne Watson discuss the limitations of cognitive load theory and the forms of thinking promoted by inquiry.
Models for teaching mathematics revisited (from Mathematics Teaching 268, 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 (from Mathematics Teaching 240, 2014) Andrew Blair looks at the nature of inquiry and shows how it is compatible with the inductive and deductive nature of mathematics.
Literature review Updated January 2021
A reading list of books, chapters, PhD theses and journal articles about inquiry in mathematics classrooms. Topics covered include the nature of mathematical inquiry, classroom practice, outcomes of inquiry learning, training teachers to implement inquiry and students' experiences. Contact Inquiry Maths with suggestions to include on the reading list.
Postgraduate students and trainee teachers who are interested in carrying out research into the Inquiry Maths model and mathematical inquiry more broadly might consider research questions related to the following topics:
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;
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.
Trainee teachers' reflections on 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:
University of Brighton
Trainee teachers on a course at the University of Brighton (UK) in 2014-15 review an article about Inquiry Maths.
Inquiry Maths workshops
There have been Inquiry Maths workshops at the following universities:
London Metropolitan (UK)
Manchester Metropolitan (UK)
Maryland (US)Part of a workshop on approaches to learning mathematics.
Sheffield Hallam (UK)
St. Mary's (UK)
UCL Institute of Education, London (UK)