PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
Best Paper Award: E-IBL: An Exploration of Theoretical Relationships Between Equity-Oriented Instruction and Inquiry-based Learning
Page: 1
The purpose of this theoretical report is to further current discussions of the relationships between Equity-Oriented Instruction (EOI) and Inquiry Based Learning (IBL) pedagogies. Specifically, it proposes a framing of Equity-Oriented Inquiry Based Learning (E-IBL) that foregrounds equitable practice, as opposed to viewing equitable practice as a gratuitous outcome of IBL pedagogies. Drawing on data from teaching experiments conducted in IBL-Introduction to Proof courses, the inter-relationships between knowledge, identity and practice (Boaler, 2002), Pickering’s ‘dance of agency,’ Gutiérrez’s dimensions of equity, and Bourdieu’s notion of habitus, this paper explores why intentional attention towards the critical axis of equity – that which links identity and power – is necessary, if IBL pedagogies are to promote equity.