A century ago E.H. Moore developed his "discovery method," which encouraged students to solve problems to form a conceptual framework rather than start with axiomatics. There is now a wealth of refined teaching techniques which emphasize mathematical inquiry, but relatively little awareness of them even among practitioners with similar philosophies but different methods. By way of comparison, undergraduate curricula in the physical sciences have been placing evergreater emphasis on demonstration and experiment. From interactive applets which illustrate concepts to lab classes to participation in active research labs to undergraduate theses which produce publishable results, firsthand experience with the scientific method is woven through a serious undergraduate science career. A science major not only learns a scientific body of knowledge but gains some sense for what research scientists do, and thus sees science as a dynamic pursuit. The undergraduate curriculum in mathematics has generally not emphasized mathematical inquiry, for a number of reasons. Topics of current mathematical interest are typically difficult for even graduate students to approach. Doing exercises including proofs in advanced math courses gives students an impression of understanding why mathematics works. While there is some common understanding of a scientific method, there is no corresponding ``mathematical method.'' Including an inquiry component in a mathematics class generally means not being able to address as many topics. Some inquirybased curricula at the K12 level have unfortunately excluded formalism and rigor almost entirely, creating skepticism at the college level. These limitations understood, a growing community of professors is incorporating inquiry more into the mathematics curriculum. Some find exclusive reliance on lecture limiting, especially considering that many aspects of definitions and proofs can be read by students on their own. Some are concerned with training future PhD's  how are students to be expected to encounter, assimilate, and then build on new mathematics if they have always worked with welldigested material? Some see the experience of learning the ``mathematical method'' as valuable not only for future research mathematicians but for anyone as part of a liberal arts education. A list of inquiryproof teaching techniques includes the following:
