Pre-service mathematics teachers become full participants in inquiry investigations

J. A. Wilhelm, K. L. Walters

Research output: Contribution to journalArticlepeer-review

10 Scopus citations


Research is described concerning the effectiveness of inquiry-based laboratory environments created in US mathematics/science education programme courses. Laboratory projects were conducted using a framework that allowed pre-service teachers to explore, analyse, and communicate 'investigable' realms of physical phenomena. Goals were for pre-service teachers to experience the value of learning in an inquiry-enhanced environment and to engage in contextualized mathematics so they would utilize this instruction in their future classrooms. It is proposed that inquiry-based laboratories are needed within the mathematics classroom in order to allow students the opportunity to contextualize, to connect to other disciplines, and to experience mathematical concepts. Pre-service teachers were expected to pursue conjectures, collect data, think critically, and communicate findings. This qualitative research shows how the use of inquiry can complement the learning of mathematical content and educational strategies for pre-service teachers. Results provide detailed information for teacher educators regarding instructional design of contextualized mathematical inquiry.

Original languageEnglish
Pages (from-to)793-804
Number of pages12
JournalInternational Journal of Mathematical Education in Science and Technology
Issue number7
StatePublished - Oct 15 2006

ASJC Scopus subject areas

  • Mathematics (miscellaneous)
  • Education
  • Applied Mathematics


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