Journal Overview

Inquiry-based learning refers to any pedagogy that replaces traditional lectures and textbooks with some form of student-centered activities. Instructors typically supply students with carefully crafted course notes consisting of a sequence of definitions, problems and theorems. Instructors then serve as mentors, by listening to the students, reading their work, and giving them the minimal information they need to understand the defined concepts, solve the problems, and prove the theorems.

The Journal of Inquiry-Based Learning in Mathematics (JIBLM) publishes university-level course notes for this purpose, that are freely downloadable, professionally refereed, and classroom-tested. Each set of course notes is intended for instructors to use as a starting point to design a course that meets the specific needs of their own students. Instructors are encouraged to contact authors for guidance in the use of these course notes. Instructors are also encouraged to send the editors a brief review of their own experiences once they have completed a course.

Unless stated otherwise, copyrights for these course notes are held by the authors. They are offered here free of cost in order to encourage their use, and may be reproduced and distributed provided that no charge is levied to the users beyond the cost of reproduction.

Funding for JIBLM is generously provided by MathNerds and the Educational Advancement Foundation.