From Inquiry to STEM Identity

This article presents a research-informed educational case study based on a student-led International Baccalaureate (IB) Mathematics Internal Assessment examining the relationship between sea surface temperature (SST) and hurricane frequency in the North Atlantic. The study uses open-access climate data from the National Oceanic and Atmospheric Administration (NOAA), including SST records from Providencia (Colombia), Puerto Rico (United States), and the Azores (Portugal) for the period 1995–1998, together with historical hurricane data from the HURDAT2 database. The analysis applies inferential statistical methods, specifically Pearson correlation and simple linear regression, to explore associations between ocean temperature and cyclonic activity. Although statistical significance is constrained by the short temporal range, the results indicate consistent positive relationships between SST and hurricane frequency, with stronger associations observed in tropical regions, in line with established climatological theory. Beyond the empirical analysis, the study conceptualizes the student-led inquiry as a situated instance of STEM identity development. By formulating a researchable question, engaging with scientific datasets used in professional research, and applying statistical reasoning under conditions of uncertainty, the inquiry positions the student as an active participant in STEM knowledge production. The findings support the integration of authentic data inquiry within secondary mathematics education as a means to promote data literacy, interdisciplinary reasoning, and the development of STEM identity at the secondary education level.