Inquiry-based mathematics education: a call for reform in tertiary education seems unjustified

Tanya Evans; Heiko Dietrich; Tanya Evans; Heiko Dietrich

doi:10.3934/steme.2022014

STEM Education

2022, Volume 2, Issue 3: 221-244. doi: 10.3934/steme.2022014

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Review

Inquiry-based mathematics education: a call for reform in tertiary education seems unjustified

Tanya Evans ^{1
,
,},
Heiko Dietrich ^{2
,}

1.
Department of Mathematics, University of Auckland, New Zealand; t.evans@auckland.ac.nz
2.
School of Mathematics, Monash University, Australia; heiko.dietrich@monash.edu

Academic Editor: Chris Tisdell

Received: 01 June 2022 Accepted: 01 August 2022 Published: 06 September 2022

In the last decade, major efforts have been made to promote inquiry-based mathematics learning at the tertiary level. The Inquiry-Based Mathematics Education (IBME) movement has gained strong momentum among some mathematicians, attracting substantial funding from US government agencies. This resulted in the successful mobilization of regional consortia in many states, uniting over 800 mathematics education practitioners working to reform undergraduate education. Inquiry-based learning is characterized by the fundamental premise that learners should be allowed to learn 'new to them' mathematics without being taught. This progressive idea is based on the assumption that it is best to advance learners to the level of experts by engaging learners in mathematical practices similar to those of practicing mathematicians: creating new definitions, conjectures and proofs - that way, learners are thought to develop 'deep mathematical understanding'.
However, concerted efforts to radically reform mathematics education must be systematically scrutinized in view of available evidence and theoretical advances in the learning sciences. To that end, this scoping review sought to consolidate the extant research literature from cognitive science and educational psychology, offering a critical commentary on the effectiveness of inquiry-based learning. Our analysis of research articles and books pertaining to the topic revealed that the call for a major reform by the IBME advocates is not justified. Specifically, the general claim that students would learn better (and acquire superior conceptual understanding) if they were not taught is not supported by evidence. Neither is the general claim about the merits of IBME for addressing equity issues in mathematics classrooms.
- explicit instruction,
- active learning,
- Inquiry-Based Learning (IBL),
- Inquiry-Based Mathematics Education (IBME),
- critical commentary
Citation: Tanya Evans, Heiko Dietrich. Inquiry-based mathematics education: a call for reform in tertiary education seems unjustified[J]. STEM Education, 2022, 2(3): 221-244. doi: 10.3934/steme.2022014

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Abstract

In the last decade, major efforts have been made to promote inquiry-based mathematics learning at the tertiary level. The Inquiry-Based Mathematics Education (IBME) movement has gained strong momentum among some mathematicians, attracting substantial funding from US government agencies. This resulted in the successful mobilization of regional consortia in many states, uniting over 800 mathematics education practitioners working to reform undergraduate education. Inquiry-based learning is characterized by the fundamental premise that learners should be allowed to learn 'new to them' mathematics without being taught. This progressive idea is based on the assumption that it is best to advance learners to the level of experts by engaging learners in mathematical practices similar to those of practicing mathematicians: creating new definitions, conjectures and proofs - that way, learners are thought to develop 'deep mathematical understanding'.

However, concerted efforts to radically reform mathematics education must be systematically scrutinized in view of available evidence and theoretical advances in the learning sciences. To that end, this scoping review sought to consolidate the extant research literature from cognitive science and educational psychology, offering a critical commentary on the effectiveness of inquiry-based learning. Our analysis of research articles and books pertaining to the topic revealed that the call for a major reform by the IBME advocates is not justified. Specifically, the general claim that students would learn better (and acquire superior conceptual understanding) if they were not taught is not supported by evidence. Neither is the general claim about the merits of IBME for addressing equity issues in mathematics classrooms.

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