INQUIRY-BASED INFORMAL MATHEMATICS LEARNING IN A SCIENCE CENTER

This study examines how visitors engage with two game-based mathematics exhibits to investigate inquiry-based informal mathematics learning in a science center. Inquiry-based learning originates from Dewey's theory of inquiry, is related to the scientific method of inquiry, and is seldom used in mathematics due to its perceived inaccessibility. We investigate visitors' interactions and conversations while playing two new game-based exhibits: a two-player game about the Nobel prize-winning Nash equilibrium, and a problem-solving puzzle finding a hidden arithmetic computation. Both exhibits are designed to inspire inquiry by providing hints and probing questions during gameplay. A small-scale field experiment using video recordings of visitors' engagement with the exhibits was conducted. The findings show that discoveries of mathematical strategies emerged in all groups (5 for each exhibit) indicating self-directed inquiry, that collaboration was essential and preferably with equal contributions within the groups, and that the games scaffolding with hints and feedback seemed essential to inject inspiration for inquiry. We conclude that inquiry-based informal mathematics learning is feasible in a science center.