My Mathematical Journey to Guided Inquiry

As a high school math teacher, my overarching goal every year is to nurture a unique group of mathematically literate students. In today’s society, we are surrounded with numbers, statistics, and figures, and my goal as an educator is to create critical consumers of mathematics. In order to engage my students in this kind of thinking, they must be engaged and excited about mathematics. I am lucky enough to teach at Norman High School, where engagement is always on the forefront of classroom conversations. Last year, I had the privilege of attending a Guided Inquiry Training, and my eyes were immediately opened to a new, effective way in which to engage and interest my high school students. Guided Inquiry has given me, as an educator, the means to involve my students in mathematics while engaging them in interesting topics. Students can study math, something of interest to them, and become critical consumers of research and mathematics in one large swoop. I have completed two Guided Inquiry Units in Geometry and Algebra 2, and each project has impressed and surprised me more and more each time. My students have overwhelmingly enjoyed the Guided Inquiry process, journaling to me about their appreciation for individual choice, real life applications, and an overall change from traditional mathematics teaching. As I approach my fifth year in the classroom, my mind is already racing with Guided Inquiry ideas for my students to explore. I have the unique privilege to engage students in mathematics, and my students deserve nothing less than the best. Guided Inquiry has given me the opportunity to involve my students in research, data, and most importantly, engaging mathematical content.


Julia Prise
Geometry, Algebra 2, College Algebra Teacher
Norman High School