A Mentoring Program for Inquiry-Based Teaching in a College Geometry Class

Nathaniel Miller, Nathan Wakefield
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This paper describes a mentoring program designed to prepare novice instructors to teach a college geometry class using inquiry-based methods. The mentoring program was used in a medium-sized public university with approximately 12,000 undergraduate students and 1,500 graduate students. The authors worked together to implement a mentoring program for the first time. One author was an associate professor and experienced using inquiry-based learning. The other author was a graduate student in mathematics education. During the course of the year the graduate student first observed and then taught a college level inquiry-based geometry course for pre-service teachers. This article describes the details of this mentoring program and our reflections on how the program went.


Inquiry-based teaching, Mentoring, College geometry, Mathematics education.

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DOI: http://dx.doi.org/10.18404/ijemst.52406


Henderson, D.W., & Taimina, D. (2005). Experiencing geometry. Pearson Prentice Hall Upper Saddle River, NJ.

Hodge, K. J. (2006). The top ten things I have learned about discovery-based teaching. Primus, 16(2), 154. Miller, N. (2010a). Modern geometry I. Journal of Inquiry-Based Learning in Mathematics, 17.

Miller, N. (2010b). Modern geometry II. Journal of Inquiry-Based Learning in Mathematics, 19.

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