This research study addressed the inquiry problem solving technique and its effects on students’ ability to construct viable arguments and critique the reasoning of others. The participants included six classes of secondary mathematics students. In order to answer the question “How do inquiry-based problems worked on outside of class time affect the students’ ability to construct viable arguments and critique the reasoning of others?” the research method involved noting how often different types of responses were used in class discussion, administering and evaluating an inquiry based assignment, observing students’ presentations and explanations of reasoning to the class, and interviewing students to compare their perspectives with observations made during class time. Findings suggest that students who employ the written and verbal explanations of their reasoning hold a better understanding of the mathematics at hand. However, many building blocks must be provided so students are able to successfully implement these practices.
Integrated Mathematics Education
Dr. Gabriel Matney
First Advisor Department
School of Teaching and Learning
Second Advisor Department
Mathematics and Statistics
Ike, Georgia, "The Effects of Inquiry Problems on Students Construction of Mathematical Reasoning and Viable Arguments" (2014). Honors Projects. 109.