This paper and supporting website include research and strategies to answer the research question, How can the implementation of inquiry-based math instruction increase student engagement and learning success in a third grade classroom? Inquiry-based learning is a process where the students are involved in their learning. The classroom is student-centered, not teacher-centered. Using the student-centered or inquiry-based approach, students do not learn through transmission. Instead, they collect information and synthesize the information they find through critical thinking skills. The learning process is considered to be higher-order learning. The research presented in this paper focuses on guided inquiry within a mathematics classroom. Guided inquiry allows for students to take agency in their learning, while the educator guides students through their attainment of the mathematical concept. They are “doing” math instead of just “knowing” math. The website designed in support of the research provides strategies that can be utilized both in and beyond the math classroom. Many of the strategies are based on the research and practices of Jo Boaler, professor at the Stanford Graduate School for Education. Boaler provides multiple strategies to support students’ learning through exploration, questioning, and “doing”. Furthermore, she emphasizes the importance of building a math community and growth mindset. Building a community in the classroom is critical to the successful implementation of inquiry-based learning. This website will provide educators with strategies to incorporate inquiry-based instruction into their classroom
