This text investigates the efficacy of inquiry-based learning models in undergraduate mathematics education. Phil DeMarois, an experienced mathematics educator, presents a structured framework designed to move students from passive observation to active mathematical discovery. The book utilizes a series of guided investigations to challenge traditional lecture-based paradigms, arguing that conceptual retention improves when students construct mathematical knowledge through collaborative problem-solving.

Educators frequently cite this work as a practical resource for implementing active learning in the classroom. Experts note that the text provides a clear, replicable methodology for instructors seeking to increase student engagement in mathematics.