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Inquiry Maths posts
Latest posts
im  Taking the inquiry out of Inquiry Maths: A reply to Naveen Rizvi 
The post compares Direct Instruction with inquiry in the learning of maths.
im  A Reply to Mr Barton 
The post discusses Craig Barton's criticisms of the Inquiry Maths model.
What is Inquiry Maths?
im  Levels of Inquiry Maths
im  The differences between investigations and inquiries
im  Inquiry is NOT discovery learning
im  Inquiry and problem solving
im  Is inquiry compatible with instruction?
im  Can students learn fluency through inquiry?
Inquiry Maths in the classroom
im  Inquiry without students' questions is not inquiry
im  Independence through structure
im  10 things students learn in Inquiry Maths classrooms
im  The need for a slow start to inquiry
im  The teacher's role in inquiry
im  How to get started with Inquiry Maths
im  Introducing Inquiry Maths into a department
im  Inquiry and mixed attainment classes
im  The zone between knowing and not knowing
Part 2: Modelling and orchestrating
im  The zone between knowing and not knowing
Part 1: Slowing down
im  Extending an inquiry into the second lesson and beyond
Inquiry and mastery
A series of posts on defining 'mastery' and analysing the connection between a mastery approach and inquiry.
im  The final part replies to the NCETM's comments on part 2.
im  Part 2 reviews the NCETM's backing for mastery.
im  Part 1 analyses the initial appearance of mastery in the UK.

“This is a significant, must-read piece of writing which offers key ideas relating learning with problem solving.” Mike Ollerton (author of Learning and Teaching Mathematics Without a Textbook)
Inquiry and Shanghai maths
Since an international comparison of maths achievement (PISA) put Shanghai top in 2012, the UK government has promoted Shanghai methods. Through two exchanges, Chinese teachers have modelled the methods in UK classrooms. These two posts compare the Shanghai model to inquiry learning.
im  Inquiry and Shanghai maths 
im  Shanghai maths: teacher led and student centred?

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Presentation from Inquiry Maths workshops
Teachers' posts about Inquiry Maths
Rachel Mahoney (a UK secondary school teacher) uses Inquiry Maths prompts regularly and writes about the inquiries that develop on her blog. She reports on an inquiry involving her year 9 class, describing Inquiry Maths classrooms as "an excellent learning environment" in which "all thoughts and ideas are welcome." Rachel also reports here on using the unit fractions prompt with her year 7 class. She reflects on the value of inquiry:
"Inquiry Maths encourages students to seek connections and think about why examples work and why examples don’t work. It also encourages them to assess their own thoughts and allows them the space to change their mind about earlier connections they thought they had seen. This allows the classroom to become a safe space for them, in which they can investigate, look for connections and know that it is OK for earlier assumptions and thoughts to be wrong."
Find all of Rachel's blogs about her Inquiry Maths lessons
Amanda Klahn
(a PYP teacher at the Western Academy of Beijing) blogs about using Inquiry Maths prompts and the mathematical inquiries her class carries out. Her blog is called
Doing Maths: From Worksheets to Wonderings
Emma Morgan
writes on her blog that using Inquiry Maths has turned her students into "active learners 
who are fearless and methodical when attacking a problem." Emma has designed guided posters to help students present their mathematical reasoning. 
Sonya terBorg blogs about using Inquiry Maths prompts with her primary class in Idaho (US). The post describes how the class carried out a preliminary inquiry into concepts and language related to angles. The pupils then conducted an open and collaborative inquiry into the prompts by applying the language acquired earlier.
Samia Henaine (a PYP math coordinator) blogged about an inquiry she developed with grade 5 teachers at Houssam Hariri High School (Makassed Saida, Lebanon). Taking her inspiration from the prompts on the Inquiry Maths site, her post describes how the students' thinking went through three phases: 'what I noticed right away', 'what I noticed after I worked with the data' and what 'I noticed after I analysed my work'.
Luke Pearce
writes in this post about the inquiry that his year 7 extension class carried out into a fractions prompt. In a second post on using the time-distance prompt with a year 10 class, Luke relates how, after reflecting on his experience during the first inquiry, he ran the next one differently.
Caitriona Martin blogs about using Inquiry Maths on a Year 7 maths day. The post gives advice on selecting prompts for students and teachers new to inquiry.