The Evolution of International Mathematics Education Paradigms Theoretical Analysis from Traditional Teaching to Inquiry-Based Learning

Ruoshi Chen

doi:10.47297/wspiedWSP2516-250020.20250904

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The Evolution of International Mathematics Education Paradigms Theoretical Analysis from Traditional Teaching to Inquiry-Based Learning

9卷第4期

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The Evolution of International Mathematics Education Paradigms Theoretical Analysis from Traditional Teaching to Inquiry-Based Learning
The Evolution of International Mathematics Education Paradigms Theoretical Analysis from Traditional Teaching to Inquiry-Based Learning
Guangzhou Bo Coud School Guangzhou,Guangdong, 511400, China
2025年9卷第4期页码：100-105
纸质出版日期：2025-04-23
DOI：10.47297/wspiedWSP2516-250020.20250904
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(2025). The Evolution of International Mathematics Education Paradigms Theoretical Analysis from Traditional Teaching to Inquiry-Based Learning. 国际教育与发展（英文版）, 9(4), 100-105.

Chen Ruoshi.The Evolution of International Mathematics Education Paradigms Theoretical Analysis from Traditional Teaching to Inquiry-Based Learning[J].Journal of International Education and Development,2025,09(04):100-105.
(2025). The Evolution of International Mathematics Education Paradigms Theoretical Analysis from Traditional Teaching to Inquiry-Based Learning. 国际教育与发展（英文版）, 9(4), 100-105. DOI： 10.47297/wspiedWSP2516-250020.20250904.

Chen Ruoshi.The Evolution of International Mathematics Education Paradigms Theoretical Analysis from Traditional Teaching to Inquiry-Based Learning[J].Journal of International Education and Development,2025,09(04):100-105. DOI： 10.47297/wspiedWSP2516-250020.20250904.

摘要

Abstract

This article examines the evolution of international mathematics education paradigms

focusing on the shift from traditional teacher-centered methods to inquiry-based learning. Traditional teaching

emphasizing rote memorization and passive learning

has been critiqued for limiting student engagement and critical thinking. In contrast

inquiry-based learning promotes a student-centered approach

encouraging active exploration

problem-solving

and deeper understanding of mathematical concepts. The paper explores the historical context

influencing factors such as technological advancements and educational theories

and the challenges and benefits associated with both teaching methods. It also highlights future trends in mathematics education

including the integration of digital tools and blended learning. Finally

the article offers policy recommendations to promote the transition towards inquiry-based learning

including investments in teacher training

equitable resource distribution

and curriculum reforms to foster critical thinking and real-world problem-solving skills.

关键词

Keywords

references

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