Research and articles
Mathematics Teaching 281, 2022
In Building an inclusive community of mathematical inquiry, Hollie Walton and Andrew Blair argue that inquiry classrooms are equitable classrooms.
(Mathematics Teaching 271, 2020) Andrew Blair considers the detailed planning in preparation for inquiry and an openness to ‘unplanning’ in the moment of inquiry.
(Mathematics Teaching 270, 2020) Mike Ollerton, Jude Stratton and Anne Watson on the limitations of cognitive load theory and the forms of thinking promoted by inquiry.
(Mathematics Teaching in the Middle School, 2019) Aaron M. Rumack and DeAnn Huinker explain how the Notice and Wonder Routine promotes a culture of sense making.
(Mathematics Teaching 268, 2019) Andrew Blair and Helen Hindle contrast the 'path-smoothing' small steps approach to 'challenging' inquiry and student-led learning.
(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.
Essays and theses
University of Cambridge, 2017
In her MPhil thesis, Jane Moss explains how she and her colleagues used a lesson study approach to implement Inquiry-Based Tasks. Aiming to develop reasoning in A-level classes, the teachers "evolved from a group of practitioners into a collaborative democratic partnership, where rich dialogic and supportive discussions emerged."
This is our reading list of books, chapters, PhD theses and articles from research journals about inquiry in mathematics classrooms. Topics covered include the nature of mathematical inquiry, classroom practice, outcomes of inquiry learning, and training of teachers in inquiry methods. Contact Inquiry Maths with suggestions to include on the reading list.
Last updated in May 2023.
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.
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)
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.
Masters in Education interview
Chelsea Young, an MYP teacher at the Canadian International School in Singapore, contacted the Inquiry Maths website with four questions for her Masters in Education course. Dr Andrew Blair replied.