This site is for teachers and researchers interested in making mathematics meaningful to learners of mathematics. Mathsinquiry.com provides you with access to resources for teaching and learning mathematics through guided inquiry. Research and practice has shown how guided inquiry can make mathematics accessible and engaging for students. Click on the Research page to find recent and relevant research developed at the University of Queensland (UQ) supporting the guided inquiry approach for teaching mathematics. Teaching resources are also available and have been successfully trialled in a range of Queensland classrooms. There is an opportunity to become a member of our community to gain further access to a wider range of teacher resources - all created by the enthusiastic group of classroom teachers and researchers who work side-by-side at UQ.
This website aims to share ideas, resources, tips and personal experiences about inquiry pedagogy for teaching mathematics in the classroom. We invite all teachers and learners who are researchers and are interested in this approach, to build and become part of this inquiry culture. This website was designed by a small group of interested teachers and learners who have been researching inquiry for almost thirty years (combined) and have compiled a wide range of resources which we felt others might be interested in knowing about.
Associate Professor Katie Makar
University of Queensland
Katie is an associate professor in mathematics education at the University of Queensland. In her classroom-based research, she works closely with teachers as they adopt mathematical inquiry and develop a classroom culture that enables a guided inquiry approach. She is also known internationally for her work on data-based reasoning at the primary school level. Her consulting work includes classroom and school-based adoption of mathematical inquiry, statistical reasoning, teacher professional standards and middle years curriculum. She teaches courses in mathematics education, interdisciplinary curriculum, and statistics. Previously, she taught secondary mathematics for fifteen years in the US and Asia before finishing her PhD in 2004.
Associate Professor Jill Fielding
University of New England
Jill has a number of roles at UNE. She is an Associate Professor of STEM education in the School of Education, the School of Education Research Coordinator, the Chair of School Research Committee, and the School of Education Academic Integrity Officer. Formerly a classroom teacher, she worked as a Lecturer in Mathematics Education at the University of Tasmania, prior to taking up a research-focused position at UQ in 2017 and then moving to ACU in 2018 where she was a Senior Research Fellow in Mathematics Education in the Institute for Learning Sciences and Teacher Education (ILSTE). She has a keen interest in pedagogies that enhance student motivation and cognitive engagement in mathematics. As such, her research interests include students’ use of evidence and reasoning through argumentation and inquiry based learning, design of inquiry and complex tasks, and aspects of motivation and engagement as they apply to disadvantaged students.