Actual mathematical research and learning inquiry activities in a classroom have many common features. We investigate inquiry activities from the educational point of view and analyse how they can be constructed similarly to the process of mathematical research, and how this mode of teaching can contribute to the development of students’ mathematical thinking. For example, Hanna and de Villiers noted that in actual mathematical research mathematicians have to convince themselves first that a mathematical statement is true and then move to a formal proof. This and other similar features are the subject of investigation. One of the most important questions within the research topic is to find out how natural for students is a process of learning mathematical discovery and, more broadly, inquiry activities in a classroom from a psychological point of view.

Assoc Prof Oleksiy Yevdokimov

• Assoc Prof Oleksiy Yevdokimov

• School of Agricultural and Environmental Sciences

• Curriculum and Pedagogy

• Doctor of Philosophy (DPHD)
• Doctor of Philosophy (DPHD)