20.500.12556/RUP-21430 Inquiry‑based learning in Grade 9 mathematics assessing outcomes across Gagné’s taxonomy Inquiry-based learning (IBL) in mathematics is a student-centered approach that encourages exploration, problem-solving, and critical thinking, allowing students to actively engage with mathematical concepts and discover relationships through hands-on activities and collaborative learning. Despite the growing interest in IBL within mathematics education, which has demonstrated the efectiveness of this method on students’ achievements, less is known about its impact on Gagné’s taxonomy of knowledge (conceptual, procedural, and problem-solving knowledge). This study, based on Bruner’s instructional model, compares the efectiveness of IBL against traditional teaching methods in promoting mathematical learning across Gagné’s three taxonomies of knowledge in Grade 9 algebra content, using a sample of 258 Slovenian students (132 in the experimental group). Results show that the experimental group outperformed the control group in most areas, with no signifcant diference observed in procedural knowledge. The study suggests that IBL enhances students’ conceptual understanding and problem-solving abilities by fostering deeper engagement and critical thinking but may not have the same impact on procedural fuency, which requires repetitive practice. algebra equations inquiry-based learning mathematics problem-solving algebra enačbe raziskovalno učenje matematika problemsko učenje true false false Angleški jezik Slovenski jezik Članek v reviji 2025-07-04 13:36:36 2025-07-04 13:36:37 2025-07-06 03:05:03 0000-00-00 00:00:00 2025 0 0 str. 1-30 iss. Vol. 2025 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 2025-06-07 37.091.21:511 1573-0816 10.1007/s10649-025-10417-w 238674435 RAZ_Doz_Daniel_2025.pdf RAZ_Doz_Daniel_2025.pdf 1 8E8CF9A4F7FF4A6EEEE3F71F1FAF51F9 dee001d92cb8cc3c5063550b93b04bddedb499c5ea3acd3fbc724a69e88936b1 5f899c78-58cb-11f0-b41d-005056ac49c0 https://repozitorij.upr.si/Dokument.php?lang=slv&id=31168 https://link.springer.com/article/10.1007/s10649-025-10417-w#citeas 1 266ad826-58cb-11f0-b41d-005056ac49c0 https://repozitorij.upr.si/Dokument.php?lang=slv&id=31166 Pedagoška fakulteta 0 0 0