In the United States (US) and elsewhere across the world, undergraduate mathematics instructors are increasingly aware of the value of inquiry-based instruction. In this research commentary, we describe the intellectual origins and development of two major strands of inquiry in US higher education, offer an explanation for apparent differences in these strands, and argue that they be united under a common vision of Inquiry-Based Mathematics Education (IBME). Central to this common vision are four pillars of IBME: student engagement in meaningful mathematics, student collaboration for sensemaking, instructor inquiry into student thinking, and equitable instructional practice to include all in rigorous mathematical learning and mathematical identity-building. We conclude this commentary with a call for a four-pronged agenda for research and practice focused on learning trajectories, transferable skills, equity, and a systems approach.

中文翻译：

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一等奖：本科数学中的探究方法

在美国（美国）和世界其他地方，本科数学讲师越来越意识到基于探究的讲授的价值。在本研究评论中，我们描述了美国高等教育研究的两个主要方面的知识渊源和发展，为这些研究方面的明显差异提供了解释，并主张将它们统一在基于研究的数学教育的共同愿景下（ IBME）。这一共同愿景的核心是IBME的四大支柱：学生参与有意义的数学，学生协作进行感官教育，教师对学生思维的探究以及公平的教学实践，以包括严格的数学学习和数学身份建立。