An investigation of the role of inquiry -based instruction in mathematics teacher professional development activities and outcomes of an inquiry -based instruction project

The study purposes to understand how the professional development activities of the instructors, the lesson plans of the teachers, and the implemented lessons of the teachers in an inquiry-based instruction project in a major University reflect the 5-E model, an instructional approach of inquiry-based instruction (IBI). The study also purposes to know how the lesson plans of the teachers relate to the professional development activities conducted by the instructors and how the implemented lessons of the teachers relate to their lesson plans with respect the 5-E model.;To obtain answers to the research, questions of this study, the researcher analyzed data obtained through three videotaped sessions of professional development activities for two instructors, lesson plans and videotaped implemented lessons for 8 high school teachers who participated in the project, interviews of the two instructors, interviews of the eight teachers, and 3-week observations of one teacher's implemented lessons. For data analysis, the researcher used a priori theme analysis and a rubric based on the 5-E model.;Findings of the study reveal that IBI was strongly reflected in the professional development activities. Findings show that the first three components of IBI-Engagement, Exploration, and Explanation-were strongly reflected; the fourth component of IBI-Evaluation was somewhat (occasionally) reflected; and the last component of IBI-Extension was to a limited extent (seldom) reflected in the professional development activities.;Findings of the study show that IBI was somewhat reflected in teachers' lesson plans. Findings reveal that Exploration and Explanation were strongly reflected, Engagement and Evaluation were somewhat reflected, and Extension was not reflected in teachers' lesson plans. Findings also reveal that IBI was somewhat reflected in teachers' implemented lessons. Findings show that Exploration was strongly reflected; Engagement, Explanation, and Evaluation were somewhat reflected; and Extension was not reflected in teachers' implemented lessons.;Moreover, findings of the study reveal that including group work in mathematics education was a major benefit from this project. Findings also suggest that teachers enjoyed IBI and felt that it would make learning mathematics more enjoyable and promote student performance. However, teachers reported that insufficient class time and lack of equipment and technology were obstacles to using IBI.