Katie Makar, Jill Fielding-Wells
In the Encyclopedia of Mathematics Education, the term “Inquiry-based Mathematics Education” (IBME) is described as a student-centered paradigm of teaching mathematics and science, in which students are invited to work in ways similar to how mathematicians and scientists work. This means they have to observe phenomena, ask questions, look for mathematical and scientific ways of how to answer these questions, interpret and evaluate their solutions, and communicate and discuss their solutions effectively. (Dorier & Maass, 2014, p. 300) The aim of this Round Table on IBME is to extend conversations within a community interested in teaching, learning, assessment and research on mathematical inquiry. We invite those interested in mathematical inquiry to participate and help to create a richer understanding of work being done in this area. In 2015, a Round Table to initially gauge interest in mathematical inquiry was held. Because of the large number of participants, there was little opportunity for discussion. At this Round Table, the aim is to separate into smaller areas of interest around particular themes. Possible strands around IMBE include: • Early Years • Primary • Secondary • Tertiary Mathematics • Initial Teacher Education • Professional Development • Assessment and Research Measures • Engaging with Stakeholders, Community and Policymakers • Classroom Norms and Argumentation • Theoretical and Methodological Perspectives • Social Justice and Inclusion • Affect • 21st Century Skills • Curriculum and Resources • Areas Needing More Research A possible outcome could be a symposium, publication and/or online community. New and previous participants equally welcome!