Date of Award
12-14-2024
Document Type
Thesis
Degree Name
Master of Arts in Education
Department
Education
Program
Differentiated Instruction
Capstone Instructor
Brian Boothe
Second Reader
Tosca Grimm
Keywords
inquiry-based learning, mathematic instruction, student-centered, gender gap, STEM based careers
Abstract
This paper examined research indicating the negative effects the conventional learning model has on mathematical instruction. It suggests a new way of teaching math known as inquiry-based learning, or IBL. The research analyzed how inquiry-based learning in mathematics effects student content knowledge, and critical thinking skills, which can lead to lucrative STEM based careers. The research analyzed was qualitative, quantitative, or mixed-methods. The studies addressed how inquiry-based learning effects various populations of students who have historically struggled in mathematics and are lacking in representation in STEM based careers such as women and diverse populations. Research indicated that inquiry-based learning increases student content knowledge and critical thinking skills. In addition, inquiry-based learning positively effects women and diverse populations of learners due to its student-centered approach. Inquiry-based learning creates an increased motivation in math for not only women and diverse populations, but all students. Additional research was conducted on how educators can bring this teaching method into practice. Research indicated effective professional development which included a community of educators to collaborate which allowed for effective implementation. Further longitudinal research is needed to determine if long-term IBL implementation (from elementary to collegiate level) leads to a significant increase in STEM based career choices.