IBL is an active learning approach to teaching and learning mathematics whereby students actively construct mathematical knowledge from the situations presented to them. In this teaching approach, there is more emphasis on ‘how learners come to know’ and less on ‘what learners know’. IBL is a teaching method that involves students in sense-making activities that resemble the work of mathematicians.

Tasks require students to solve problems, work on investigations, provide multiple solution strategies, conjecture, explore, explain, create and communicate mathematics. Students are more involved in the construction of knowledge through their active collaborative involvement. The more interested and engaged students are, the easier it will be for them to construct mathematical meanings independently.

IBL can also be done through teacher exposition by provoking students to think and question ideas presented. This perspective values teaching by asking rather than telling and learning is driven by open questions. When teachers focus on presenting evidence and information while encouraging student questioning, the classroom discourse may become a powerful means to promote students inquiry and thus more effective learning.