Is All Active Learning the Same? Exploring Mathematically Derived Inquiry-Based Learning
Keywords:
inquiry-based learning, active learning, problem-based learning, case-based learning, mathematicsAbstract
This article explores inquiry-based learning (IBL) pedagogy, particularly in mathematics education, examining how it differs from problem-based learning (PBL) and case-based learning (CBL). IBL is defined as a student-centered approach involving sequenced problems or tasks that build engagement and understanding through group work. While IBL, PBL, and CBL share characteristics like problem solving and self-directed learning, each has distinct practices. The article presents a mathematics education community definition of IBL and provides detailed comparisons and examples to help readers understand IBL’s potential for broad application in scholarship beyond mathematics education.
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