Student Perceptions of a Mathematics Major for Prospective Elementary Teachers with an Inquiry‐Based Philosophy

Cook, Samuel; Borkovitz, Debra K.

doi:10.1080/10511970.2016.1194341

Cited by 4 publications

(4 citation statements)

References 12 publications

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“…First, all of the papers in Part I contain further ideas for implementing inquiry. They give particularly detailed insight into the daily workings of their classrooms [3,11,13,14] and ideas about implementing courses for future teachers [3,5,10,12], a population that is not represented here in Part II. Moreove0r, they explicitly discuss courses for students not majoring in mathematics [4,11,13], revealing connections between mathematical inquiry and inquiry in other disciplines and further clarifying the nature of inquiry.…”

Section: Implementing Inquirymentioning

confidence: 99%

Introduction to the Special Issue on Teaching Inquiry (Part II): Implementing Inquiry

Katz¹,

Thoren

2016

PRIMUS

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Section: Implementing Inquirymentioning

confidence: 99%

Introduction to the Special Issue on Teaching Inquiry (Part II): Implementing Inquiry

Katz¹,

Thoren

2016

PRIMUS

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“…To further complicate matters, scholars have identified a variety of trusting relationships as necessary antecedents to successfully facilitate IBL in higher education (hereafter referred to as "IBL-HE") including mutual trust between the students (particularly when group work is involved), students and/instructors, instructors and administration, and trust in the pedagogy itself are important (Boyle & MacKinnon, 2016;Cook & Borkovitz, 2017;Cooper, Bailey, Briggs, & Holliday, 2017;Cuneo et al, 2012;Harvie, Harper-Tavers & Jaeger, 2017;Justice et al, 2009;Love et al, 2015;MacKinnon, 2017;Yang, 2015). Research on how to develop and maintain these types of trust in higher education settings, particularly when instructors and students are attempting to step outside their comfort zones and engage in IBL however, is sparse (Aditomo, Goodyear, Bliuc, & Ellis, 2013;Beltrano, Archer-Kuhn, & MacKinnon (under review); Friesen & Scott, 2013;Risley & Petroff, 2014).…”

Section: Introductionmentioning

confidence: 99%

Inquiry-based Learning in Higher Education: A Pedagogy of Trust

Archer-Kuhn

MacKinnon

2020

JETS

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This qualitative constructivist grounded theory study of trust within inquiry-based learning in higher education (IBL-HE) environments examined the experiences of instructors and students through four focus groups and nine individual interviews. As the study purpose is to understand the development and maintenance of trust in IBL-HE classrooms, participants are experienced instructors, learners, and authors of IBL-HE from Canada, USA, New Zealand, and Ireland. We used face-to-face sessions and zoom sessions to facilitate the focus group experience, and telephone for the individual interviews to explore the following two research questions: (1) what does trust mean in a higher education IBL (IBL-HE) classroom; and, (2) how do those involved create and maintain it? Our findings are revealed through our Pedagogy of Trust in IBL-HE using 3 themes: (1) Creating an environment of negotiated mutuality; (2) Emerging relationship/community building; and, (3) Internalizing and applying a mindset shift. Each of these stages involved a different trust relationship: (1) Professor-Student; (2) Student-Student; and, (3) Student-Self. These findings provide evidence for IBL as a pedagogy of trust in higher education, and reinforce the need for the Scholarship of Teaching and Learning (SoTL), and the lifelong learning skills desired by contemporary employers.

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“…Furthermore, the student enjoyed the problem-posing process, which involved asking why things occur the way that they do. Along the lines of discovering reasons and asking why, Cook and Borkovitz (2017) found that inquiry learning led to more confidence in mathematics and an increased ability when solving problems for a mathematics major. The student attributed the improved learning to exploration (or inquiry).…”

Section: Several Different Types Of Question-based Instruction Have Bmentioning

confidence: 99%

“…Another disturbing development was the dearth of material addressed in some inquiry classes. Cook and Borkovitz (2017) noted that some inquiry-based courses addressed less material than the same classes at other institutions (which used more traditional teaching styles). Other inquiry-based classes addressed topics that were different from those addressed in comparable non-inquiry-based classes.…”

Section: Several Different Types Of Question-based Instruction Have Bmentioning

confidence: 99%

Impact of Inquiry-Based, Question-and-Answer Instruction in High-Enrollment Classes

Schraeder¹

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Lecturing is a common way to teach large classes, especially in mathematics. Other styles of instruction have been proven to be more effective in small classroom settings, but those styles are not always practical (or even feasible) in classes with 200+ students. The lecturing dialogue primarily exists at the intersection of Spectrum Theory and the Socratic Method, utilizing inquiry-based learning within the realm of active learning, experiential learning, and constructivism to appeal to learners with various learning styles, which helps students to discover new information (specifically, why things occur in the way that they do) and make connections between old and new material. Spectrum Theory outlines different teaching styles, based on how much a specific style is teacher-centered versus student-centered. The lecturing dialogue combines several of the different approaches from the Spectrum of Teaching Styles, specifically lecture, tutoring, instructional conversation, inquiry-based learning, and guided discovery. It utilizes the Socratic Method to turn students into active learners through constructivism and experiential learning. A high-enrollment, college algebra class using a standard lecture significantly outperformed a class using the lecturing dialogue on labs, surveys/questionnaires, and final grade, but not on final grades without the labs. The labs could be worked on outside of the class, so factors beyond the teaching style may have influenced the results. There was not significant difference between the classes in regards to attitude (enjoyment, motivation, value, and self-confidence). Overall, it appears as though the teaching style has no real impact on either student performance or student attitude in large college algebra classes. I would like to acknowledge the contributions of the several people who helped me along the journey of completing my dissertation. Dr. Sam Stack, my advisor, was a tremendous help throughout the process, mainly in getting everything done that needed to be done (taking the correct classes, filling out the necessary forms, doing things on time). Connie Miranov and Char Allen also helped with these tasks (even when I needed things done at the last minute because I lost track of due dates).

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Student Perceptions of a Mathematics Major for Prospective Elementary Teachers with an Inquiry‐Based Philosophy

Cited by 4 publications

References 12 publications

Introduction to the Special Issue on Teaching Inquiry (Part II): Implementing Inquiry

Introduction to the Special Issue on Teaching Inquiry (Part II): Implementing Inquiry

Inquiry-based Learning in Higher Education: A Pedagogy of Trust

Impact of Inquiry-Based, Question-and-Answer Instruction in High-Enrollment Classes

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