Inquiry-based learning for enhancing students’ interest in mathematical research: a case study on approximation theory and Fourier series

This paper investigates how to develop students’ interest in mathematical research by using inquiry-based learning (IBL) as a pedagogical approach. We conducted a case study on the application of IBL to the teaching of approximation theory and Fourier series, which are important topics in mathematics and computer science. We surveyed the students who participated in the IBL workshops and measured their emotional state using the Differential Emotion Scale (DES) by Izard. The results showed that the IBL environment reduced the students’ negative emotions and increased their positive emotions, which in turn enhanced their engagement and motivation in the mathematical research activities. We conclude that IBL is an effective method for fostering students’ interest in mathematical research and suggest some implications for future practice and research.