Dante Tawfeeq
Adelphi University

Paul Yu
Grand Valley State University

Inquiry-Based Instruction in a High Needs High School: Curriculum, Technology, and Meaningful Mathematical Discourse

After implementing a professional development project for a small cohort of teachers of mathematics in the area of inquiry-based mathematics instruction, this project targeted the mathematics education experiences of Black and Latino students and teachers in a high needs high school. By providing instructional and technological resources, with related teacher in-service training, this effort fostered an inquiry-based instructional climate to improve the students' engagement of mathematical learning.

We will share the preliminary results of this project, in particular reflecting on (1) the theoretical framework that helped guide this project, (2) the role of Lesson Study to promote the professional development of the teachers in the area of inquiry-based instruction, and (3) the role of technology in creating a culture of inquiry and mathematics discourse for the high school students. The conclusion reviews the implications for K-16 instruction in the area of inquiry-based mathematics.