PROCEEDINGS OF THE 17TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2014
Denver, Colorado
Teaching Inquiry-Based Mathematics To In-Service Teachers: Results From The Field
Page: 745
We present results from a classroom teaching data collection that involved practicing teachers as they participated in an inquiry-oriented differential equations (IO-DE) course. Data was collected to investigate how the teachers’ participation in this kind of course, different from any of their previous mathematics courses, may influence their conceptions of teaching, mathematics, and student learning. Preliminary results indicate that the perceptions of teachers were changed by their experience in the class, at least as expressed in interviews. The teachers were likely to attempt to use more student-centered methods in their classrooms and believe that student learning is better in the student-centered environment. Additionally, attitudes about non-lecture, although mixed, did indicate a positive tone towards the constructivist perspective on learning. Finally, the teachers’ participation in argumentation increased during the IO-DE course.