The ongoing debate between teacher-led and student-led learning is simplistic. Education is a complex field and teachers adapt their methods to context. It’s never just one or the other.
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Articles on Inquiry-based learning
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The proposed maths curriculum would result in a deeper understanding of key concepts. It expects students to explain their maths reasoning rather than present their answer without justification.
Research has shown if students are not given problem-solving opportunities after they have learnt the basics, their learning can decline.
Constructivism is an educational philosophy that underpins the inquiry-based method of teaching, where the teacher facilitates a learning environment in which students discover answers for themselves.
Students need more than just arithmetic to succeed in the modern world. Learning maths through an inquiry-based approach can help them develop critical and creative skills, as well as resilience.
There are many reasons to be skeptical about PISA rankings, and their use to compare student achievement or to identify best practices or solutions for educational problems.
Two math professors set the record straight on Ontario math curriculum and achievement.
Instead of just memorising facts and figures, an inquiry-based approach is one where the teacher facilitates students to discover knowledge for themselves.
Research shows that ‘discovery learning’ does have limited educational value; many other forms of inquiry-based learning, however, have excellent results.
Top contributors
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Scientia Professor and Professor of Educational Psychology, UNSW Sydney
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Researcher, UQ Critical Thinking Project, The University of Queensland
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Professor Emeritus of Education, University of South Australia
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Director, Student Experiences Community-Based Pathway, University of Calgary
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Assistant Professor, Faculty of Education, Wilfrid Laurier University
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Associate Professor, Science Education, Monash University
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Associate Professor of mathematics education, Lakehead University
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EdD student, OISE, University of Toronto
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Associate Professor, OISE, University of Toronto
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Senior Research Fellow, Institute for Learning Sciences and Teacher Education, Australian Catholic University
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Assistant researcher, Institute for Learning Sciences and Teacher Education, Australian Catholic University
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Professor, Mathematics Education, University of New England
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Adjunct Associate Professor, University of Tasmania
