An Introduction to Inquiry-Based Learning

E. Lee May
Salisbury University

Though tempted to entitle the session, “Learning about Inquiry-Based Learning by Inquiring,” I thought being straightforward would be better. However, the session will be conducted in a manner that exemplifies inquiry. Some, perhaps all, of the following questions will be addressed, with much participation by the audience:

( 1) What is inquiry-based learning?
( 2) What is the relationship of the Moore Method to inquiry-based learning?
( 3) Can every teacher engage his or her students in inquiry-based learning?
( 4) Can everyone learn by means of inquiry?
( 5) Is there any restriction on the type or level of course in which IBL can successfully be practiced?
( 6) Can a course that uses a textbook legitimately be called IBL or a Moore Method course?
( 7) How can one learn how to teach by means of IBL?
( 8) Does the ideal department of mathematics consist entirely of practitioners of IBL?
( 9) How does a practitioner of IBL survive in a department in which he or she is part of an IBL minority, perhaps a minority of one?
What is an ideal mathematics curriculum? How much IBL does it include?