Reflections on Transformative Experiences with Mathematical Inquiry: The Case of Christine

Alfinio Flores, Christine M. Phelps, Amanda Jansen

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


We present a first-hand, longer-term account of one student’s (Christine’s) experiences in and after a mathematics inquiry course. In this course, students actively posed problems, conducted their own mathematical explorations, and wrote journal entries about their experiences. During the course, Christine found that inquiry helped her develop mathematical content knowledge and a deeper understanding of the nature of research. After the course, Christine became a mathematics education faculty member in a mathematics department and reports that the course impacted the way she teaches mathematics. This provides an illustrative case of the potential long-lasting benefits of an inquiry course.

Original languageEnglish
Pages (from-to)47-57
Number of pages11
Issue number1
StatePublished - Jan 2 2017
Externally publishedYes


  • Problem posing
  • inquiry
  • transformative experience


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