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In the last decade, major efforts have been made to promote inquiry-basedmathematics learning at the tertiary level. The Inquiry-Based MathematicsEducation (IBME) movement has gained strong momentum among some mathematicians,attracting substantial funding, including from some US government agencies.This resulted in the successful mobilization of regional consortia in manystates, uniting over 800 mathematics education practitioners working to reformundergraduate education. Inquiry-based learning is characterized by thefundamental premise that learners should be allowed to learn 'new to them'mathematics without being taught. This progressive idea is based on theassumption that it is best to advance learners to the level of experts byengaging learners in mathematical practices similar to those of practisingmathematicians: creating new definitions, conjectures and proofs - that waylearners are thought to develop 'deep mathematical understanding'. However,concerted efforts to radically reform mathematics education must besystematically scrutinized in view of available evidence and theoreticaladvances in the learning sciences. To that end, this scoping review sought toconsolidate the extant research literature from cognitive science andeducational psychology, offering a critical commentary on the effectiveness ofinquiry-based learning. Our analysis of research articles and books pertainingto the topic revealed that the call for a major reform by the IBME advocates isnot justified. Specifically, the general claim that students would learn better(and acquire superior conceptual understanding) if they were not taught is notsupported by evidence. Neither is the general claim about the merits of IBMEfor addressing equity issues in mathematics classrooms.

Inquiry-Based Mathematics Education: a call for reform in tertiary education seems unjustified