Injecting Inquiry-Oriented Modules into Calculus

Autor/in	Shelton, Therese
Titel	Injecting Inquiry-Oriented Modules into Calculus
Quelle	In: PRIMUS, 27 (2017) 7, S.669-680 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shelton, Therese)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2016.1211205
Schlagwörter	Calculus; Mathematics Instruction; Active Learning; Inquiry; Fundamental Concepts; Mathematics Activities + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; Aktives Lernen; Grundlagenplan; Konzept
Abstract	Implementing inquiry-based modules within a course can be effective and enable instructor experimentation, without completely transforming an entire course. For instructors new to inquiry-based learning (IBL), we state hallmarks of the practice and point out the merits of strong IBL communities. An inquiry-based approach may alleviate some current common issues in Calculus I. We present two activities and evidence of their effectiveness and adaptability, and describe their POGIL style of guided inquiry learning that raises awareness of the learning process. We share the experience of a "traditionally-oriented" faculty member transitioning to a more student-centered pedagogy, reflecting on advantages of using a combination of pedagogical styles. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01