As a starting point, study one focuses on the current situation of inquiry-based learning (IBL) in mathematics education.

Without presumed assumptions, we value teachers’ views and experiences, and investigate those of students as well. Then comparisons will be made between teachers and students, between China and the Netherlands.

Currently, we are sincerely inviting lower-secondary mathematics teachers to participate in interviews (https://icnme.sites.uu.nl/2017/05/02/interview/).