A Path to Inquiry-Based Learning in Geometry Courses in U.S. Secondary Schools

Abstract

This thesis outlines an approach for teachers to improve student interest in and understanding of mathematics through inquiry-based learning (IBL) in high school geometry courses. A review of four methods of IBL and its effects with students finds compelling evidence for teachers to transition from direct instruction to IBL. The challenges of implementation of IBL are examined in interviews of working and retired mathematics teachers. The thesis offers three example inquiry lessons with guidelines to create more. The example lessons were taught to secondary students, and a survey of those students indicates that IBL lessons can be successfully implemented with minimal disruption. We conclude that inquiry-based learning offers advantages to students, and therefore teachers should take steps to adopt IBL in their classrooms. The thesis provides a pathway for individual teachers to begin to adopt IBL, but further work can be done to explore how IBL might be effectively included as part of standardized curricula.