Can Math Be Inquiry-Based?

By Dr. Salika Lawrence

I am not a mathematician. But I love math and numbers. In recent years, I have had multiple discussions with educators about the ways in which inquiry might look in math. Many of my preservice candidates expressed that inquiry belongs to the humanities. Some articulated that math has proven facts that cannot be disputed. Others noted that in math, we have pacing guides, problem sets, and state assessments to get through because they help to build a foundation for upcoming skills. 

One day, I asked a group of preservice teachers collaborating on a research project to consider the issues around fairness, equity, and socio-economic policies within local communities. This led us into an in-depth discussion about the use of statistics, economic data including the census, and other uses of math to tell a story. We also discussed how the same data can be used to tell an accurate story as well as an inaccurate one. While brainstorming, we discussed how math can be used to foster opportunities for students to create their own games, analyzing outcomes, running simulations, and debating fairness through statistics. Through these examples, math wasn’t just about solving problems—students were being challenged to investigate systems. They were thinking like mathematicians.

Inquiry isn’t subject-specific—it’s mindset-specific. When students ask questions, design their own investigations, and explore the why behind mathematical concepts, they engage more deeply. They also transfer that thinking to other areas of life.

The challenge? Building in the time and structure to support that kind of work while still addressing standards. But it’s possible—and powerful.