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Professional Learning Interventions for Inquiry-Based Pedagogies in Primary Classrooms: A Scoping Review

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Title: Professional Learning Interventions for Inquiry-Based Pedagogies in Primary Classrooms: A Scoping Review
Language: English
Authors: Kym Fry (ORCID 0000-0002-7318-4117), Sonal Nakar, Kristin Zorn
Source: Mathematics Education Research Journal. 2025 37(4):853-887.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 35
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Reports - Research
Education Level: Elementary Education
Descriptors: Intervention, Active Learning, Inquiry, Elementary Schools, Faculty Development, Capacity Building, Learner Engagement, Elementary School Teachers, Mathematics Instruction, Teaching Methods, Student Centered Learning
DOI: 10.1007/s13394-024-00516-x
ISSN: 1033-2170
2211-050X
Abstract: In the contemporary educational landscape characterised by performativity pressures, schools face increasing scrutiny regarding their students' mathematical outcomes. Inquiry-based approaches in mathematics education offer promising potential to enhance reasoning and problem-solving capabilities across diverse student populations. However, the transition from teacher-centred methodologies to student-centred, inquiry-based approaches presents significant challenges for educators. This scoping review examines reported professional learning approaches aimed at building teacher capacity in implementing inquiry-based mathematics instruction, with the potential to improve student engagement and interest in the subject. Here, capacity refers to a teacher's ongoing professional ability to implement and effect change. The review provides insights into various hindrances to implementing inquiry-based learning, including the substantial time investment required, teachers' confidence levels, and the challenge of shifting deeply ingrained pedagogical beliefs. Conversely, it identifies a range of supports for facilitating this pedagogical shift, with the ultimate goal of improving students' mathematical outcomes. These supports include school-wide commitments to providing opportunities for teachers to actively collaborate with specialist educators and mentors within their institutions. Findings from this review underscore that the transition to inquiry-based approaches is a gradual process requiring sustained effort and commitment. The foundation for this shift lies in cultivating a school culture that acknowledges and addresses the complex needs of both teachers and leaders in implementing inquiry-based learning. This review contributes to the growing body of literature on professional development in mathematics education, offering valuable insights for educators, administrators, and policymakers seeking to enhance mathematical instruction and student outcomes through inquiry-based approaches.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500974
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Kym+Fry%22">Kym Fry</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7318-4117">0000-0002-7318-4117</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sonal+Nakar%22">Sonal Nakar</searchLink><br /><searchLink fieldCode="AR" term="%22Kristin+Zorn%22">Kristin Zorn</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Mathematics+Education+Research+Journal%22"><i>Mathematics Education Research Journal</i></searchLink>. 2025 37(4):853-887.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Journal Articles<br />Information Analyses<br />Reports - Research
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  Data: In the contemporary educational landscape characterised by performativity pressures, schools face increasing scrutiny regarding their students' mathematical outcomes. Inquiry-based approaches in mathematics education offer promising potential to enhance reasoning and problem-solving capabilities across diverse student populations. However, the transition from teacher-centred methodologies to student-centred, inquiry-based approaches presents significant challenges for educators. This scoping review examines reported professional learning approaches aimed at building teacher capacity in implementing inquiry-based mathematics instruction, with the potential to improve student engagement and interest in the subject. Here, capacity refers to a teacher's ongoing professional ability to implement and effect change. The review provides insights into various hindrances to implementing inquiry-based learning, including the substantial time investment required, teachers' confidence levels, and the challenge of shifting deeply ingrained pedagogical beliefs. Conversely, it identifies a range of supports for facilitating this pedagogical shift, with the ultimate goal of improving students' mathematical outcomes. These supports include school-wide commitments to providing opportunities for teachers to actively collaborate with specialist educators and mentors within their institutions. Findings from this review underscore that the transition to inquiry-based approaches is a gradual process requiring sustained effort and commitment. The foundation for this shift lies in cultivating a school culture that acknowledges and addresses the complex needs of both teachers and leaders in implementing inquiry-based learning. This review contributes to the growing body of literature on professional development in mathematics education, offering valuable insights for educators, administrators, and policymakers seeking to enhance mathematical instruction and student outcomes through inquiry-based approaches.
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