Bringing Inquiry to the First Two Years of College Mathematics

Ernst, Dana C.; Hitchman, Theron; Hodge, Angela M.

doi:10.1080/10511970.2017.1393846

Cited by 5 publications

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“…These were then translated to the mathematics course being developed, resulting in a number of new pedagogical Towards a Forward-Thinking College Calculus Program DOI: http://dx.doi.org/10.5772/intechopen.87940 strategies. Lastly, the group developing this course also read and brought in recommendations from national mathematics education conversations, including the Mathematics Association of America's Curriculum Foundations Project [25] and the Inquiry Based Learning community [26].…”

Section: An Example Of the Process To Develop An Anti-deficit College Mathematics Programmentioning

confidence: 99%

Towards a Forward-Thinking College Calculus Program

Hagman¹

2020

Theorizing STEM Education in the 21st Century

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Calculus is perceived as serving many roles in college STEM students' education, including as a way to 'weed out' students who should not be in the major to teaching fundamental concepts. No matter its purpose, it is clear that college calculus is viewed as a critical course in university STEM education. It is also clear that in the US and other countries, STEM education is disproportionately serving men and white and Asian students. In this chapter, I discuss how calculus has come to occupy this position over time and the current state of college calculus drawing on two national studies in the United States. I then define a forward thinking-calculus program as one designed to support a diverse population of students to thrive, provide an example of a program aligned with this approach, and discuss key features to consider in designing a calculus program for the modern age.

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Section: An Example Of the Process To Develop An Anti-deficit College Mathematics Programmentioning

confidence: 99%

Towards a Forward-Thinking College Calculus Program

Hagman¹

2020

Theorizing STEM Education in the 21st Century

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“…A call for contributions for a special issue on ‗Teaching inquiry' in Problems, Resources, and Issues in Mathematics Undergraduate Studies (PRIMUS) journal resulted in too many submissions to fit into a single issue, necessitating a second issue in order to publish 19 articles in total at the start of 2017 [9,10]. A follow-up special issue, titled -Bringing Inquiry to the First Two Years of College Mathematics‖, was published in the same year (Issue 7), comprising a collection of articles promoting inquiry-based instruction in various settings, starting from pre-calculus [11]. In the same year, a Special Interest Group (SIG) on Inquiry-Based Learning was formed under the umbrella of the Mathematical Association of America (http://sigmaa.maa.org/ibl/).…”

Section: Introductionmentioning

confidence: 99%

Inquiry-based mathematics education: a call for reform in tertiary education seems unjustified

Evans

Dietrich

2022

STEME

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<p style="text-indent:20px;">In the last decade, major efforts have been made to promote inquiry-based mathematics learning at the tertiary level. The Inquiry-Based Mathematics Education (IBME) movement has gained strong momentum among some mathematicians, attracting substantial funding from US government agencies. This resulted in the successful mobilization of regional consortia in many states, uniting over 800 mathematics education practitioners working to reform undergraduate education. Inquiry-based learning is characterized by the fundamental premise that learners should be allowed to learn 'new to them' mathematics without being taught. This progressive idea is based on the assumption that it is best to advance learners to the level of experts by engaging learners in mathematical practices similar to those of practicing mathematicians: creating new definitions, conjectures and proofs - that way, learners are thought to develop 'deep mathematical understanding'.</p><p style="text-indent:20px;">However, concerted efforts to radically reform mathematics education must be systematically scrutinized in view of available evidence and theoretical advances in the learning sciences. To that end, this scoping review sought to consolidate the extant research literature from cognitive science and educational psychology, offering a critical commentary on the effectiveness of inquiry-based learning. Our analysis of research articles and books pertaining to the topic revealed that the call for a major reform by the IBME advocates is not justified. Specifically, the general claim that students would learn better (and acquire superior conceptual understanding) if they were not taught is not supported by evidence. Neither is the general claim about the merits of IBME for addressing equity issues in mathematics classrooms.</p>

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Students as partners: peer-leading in an undergraduate mathematics course

Johnston

2020

International Journal of Mathematical Education in Science and

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The present study identified the physiological and performance characteristics that are deterministic during a maximal 1500-m time trial and in paced 1500-m time trials, with an all-out last lap. Methods: Thirtytwo trained middle-distance runners (n=21 male, VO2peak: 72.1±3.2; n=11, female, VO2peak: 61.2±3.7 mL•kg -1 •min -1 ) completed a 1500-m time trial in the fastest time possible (1500FAST) as well as a 1500MOD and 1500SLOW trial whereby mean speed was reduced during the 0-1100-m by 5% and 10%, respectively. Anaerobic speed reserve (ASR), running economy (RE), the velocity corresponding with VO2peak (VVO2peak), maximal sprint speed (MSS) and maximal accumulated oxygen deficit (MAOD) were determined during additional testing. Carnosine content was quantified by proton magnetic resonance spectroscopy in the gastrocnemius and expressed as a Zscore to estimate muscle fibre typology. Results: 1500FAST time was best explained by RE and VVO2peak in female runners (adjusted r 2 =0.80, P<0.001), in addition to the 0-1100-m speed relative to VVO2peak in male runners (adjusted r 2 =0.72, P<0.001). Runners with a higher gastrocnemius carnosine Z-score (i.e., higher estimated percentage of type II fibres) and greater MAOD, reduced their last lap time to a greater extent in the paced 1500m trials. Neither ASR nor MSS were associated with last lap time in the paced trials. Conclusion: These findings suggest that VVO2 peak and RE are key determinants of 1500-m running performance with a sustained pace from the start, while a higher carnosine Z-score and MAOD are more important for last lap speed in tactical 1500-m races.

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Bringing Inquiry to the First Two Years of College Mathematics

Abstract: In this editorial, we provide an introduction to the special issue on Inquiry-Based Learning in First and Second Year Courses. We also discuss the essential features of inquiry-based learning and provide a brief overview of the literature and evidence for its effectiveness.

Cited by 5 publications

References 5 publications

Towards a Forward-Thinking College Calculus Program

Towards a Forward-Thinking College Calculus Program

Inquiry-based mathematics education: a call for reform in tertiary education seems unjustified

Students as partners: peer-leading in an undergraduate mathematics course

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