A Path to Designing Inquiry Activities in Mathematics

Autor/inn/en	Greene, M.; von Renesse, C.
Titel	A Path to Designing Inquiry Activities in Mathematics
Quelle	In: PRIMUS, 27 (2017) 7, S.646-668 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2016.1211203
Schlagwörter	Mathematics Instruction; Learning Activities; Mathematics Activities; Inquiry; Calculus; Teaching Methods; Mathematical Logic; Mathematical Concepts; Concept Formation; Undergraduate Study; College Mathematics; Assignments + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Lernaktivität; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematical logics; Mathematische Logik; Concept learning; Begriffsbildung; Grundstudium; Assignment; Auftrag; Zuweisung
Abstract	This paper aims to illustrate a design cycle of inquiry-based mathematics activities. We highlight a series of questions that we use when creating inquiry-based materials, testing and evaluating those materials, and revising the materials following this evaluation. These questions highlight the many decisions necessary to find just the right tasks for our students. Throughout the paper the use of multiple representations (graphical, numerical, symbolic, and narrative) and the distinction between facts, skills, methods, and conceptual understanding is explained and illustrated with examples. Additionally, we present evidence of student learning through excerpts from student journals and exam analysis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01