Question-Guided Learning for Mathematics Education: An Autonomous Online Inquiry-Based Approach

Abstract

This paper presents an autonomous online application designed to support inquiry-based learning in mathematics when in-person instruction is not possible. The application teaches the concept of boundedness of functions through adaptive questioning, requiring active problem solving without teacher intervention. It was tested with 92 Hungarian secondary school students preparing for the advanced-level final examination. Assessment based on Bloom's taxonomy showed that most students achieved at least a medium level of understanding, with many reaching higher cognitive levels. The results suggest that such applications may support learning and complement traditional instruction. Moreover, the study suggests that future AI-based educational systems may benefit from similar inquiry-oriented approaches, emphasizing active thinking and guided problem solving rather than passive answer generation.