Inquiry-based teaching in mathematics education in Türkiye between 2014-2024: An examination of graduate thesis

Inquiry-based teaching is a teaching method based on the constructivist approach and aims to develop learners' higher-order cognitive skills. In this approach, students develop their awareness and generalization skills by addressing a problem or situation they encounter through metacognitive processes such as research, questioning, information gathering, examination, evaluation, and analysis. Due to these characteristics, the method is particularly preferred in science and mathematics education to improve student learning processes and is gaining importance as a recognized research topic in these fields. This thesis aims to conduct a thematic examination of theses conducted in the field of mathematics education in Turkey over the last decade using the inquiry-based teaching method. A qualitative research approach was adopted, and the theses were analyzed and described using the document analysis method. During the review process, variables such as thesis type, year, sample type and size, method, design, data collection tools, research topic, subject area, and results were evaluated. Descriptive statistics were used in the data analysis. According to the analysis results, of the 17 theses published between 2014 and 2024 in the field of inquiry-based mathematics teaching, 12 were at the master's level and 5 were at the doctoral level. The sample size generally ranged from 30 to 45 participants, and the participant group consisted primarily of middle school students. Qualitative methods and case study designs were used in the studies, followed by mixed methods and quasi-experimental designs. When examined by subject, the most frequently researched themes were mathematical thinking, mathematical skills, and mathematical achievement, while geometry, measurement, and numbers were prominent in terms of subject area. It was observed that the most preferred field of study in theses was cognitive, with no theses focusing solely on the affective domain. Furthermore, the analysis of the theses' results revealed that they were grouped under five themes: "development of mathematical skills and academic achievement, cognitive and metacognitive development, student engagement, self-confidence and responsibility, teacher and stakeholder opinions, and the effectiveness of teaching materials and methods." The findings provide a general overview of the studies conducted in the field of inquiry-based mathematics teaching in Turkey in recent years in terms of various variables; in this respect, it is thought to have the potential to bring new research ideas to the field.