PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
The next time around: Shifts in argumentation in initial and subsequent implementations of inquiry-oriented instructional materials
Page: 932
Considerable learning is entailed in adopting an inquiry-oriented approach to teaching a class. In this analysis, we examine classroom video data of three instructors’ initial implementation of an inquiry-oriented instructional unit and their implementation of the same unit one year later. We document consistent increases in instances of eliciting and building on student contributions across tasks and instructors, and use Toulmin’s argumentation scheme to offer an illustration of how classroom discussions became more mathematically robust and student-centered from initial to subsequent implementations. Implications for instructor learning are discussed.