The goal of this paper is to review current research on Inquiry Based Learning (IBL) and shed some light, from a student’s perspective, on the challenges and rewards of this pedagogy. The first part of the article provides an extensive review of the literature on IBL. The second part focuses on one student’s experiences in an IBL classroom. In particular, a graduate secondary mathematics student reflects upon his experiences in a college mathematics class where the instructor implemented an Inquiry Based Learning model. His experience is validated by current research on IBL educational methodology which structures the classroom environment for student centered learning. This student reported increased critical thinking skills, higher levels of motivation and engagement, and more retention of content than in other mathematics courses taken. Furthermore, this student believes that he was more invested in his learning, experienced improved conceptual understanding of content, and had higher levels of confidence in mathematics as a result of the IBL experience. As a preservice teacher candidate, he hopes to integrate IBL practices into his future teaching career to improve student learning. Journal of Humanistic Mathematics Vol 7, No 2, July 2017 162 IBL from the Learner’s Point of View

中文翻译：

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从学习者的角度出发的基于探究的学习：教师候选人的成功故事

本文的目的是回顾当前基于探究式学习（IBL）的研究，并从学生的角度阐明这种教学法的挑战和收获。本文的第一部分对IBL的文献进行了广泛的回顾。第二部分重点介绍一个学生在IBL课堂上的经历。尤其是，一位中学数学专业的研究生反思了他在大学数学课程中的经历，在该课程中，讲师实施了基于查询的学习模型。当前有关IBL教育方法的研究证实了他的经验，该方法为以学生为中心的学习构建了课堂环境。这位学生报告说，与其他数学课程相比，批判性思维能力增强，动机和参与度更高，并且对内容的保留更高。此外，该学生认为，由于IBL的经验，他在学习方面投入了更多的精力，对内容的概念理解有所改善，对数学的信心更高。作为一名职前教师候选人，他希望将IBL实践融入他的未来教学生涯中，以改善学生的学习。人文数学杂志第7卷，第2期，2017年7月162从学习者的角度看IBL