PROCEEDINGS OF THE 18TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2015
Pittsburgh, Pennsylvania
Towards a measure of inquiry-oriented teaching
Page: 620
Over the last decade, undergraduate mathematics researchers and curriculum developers have generated inquiry-oriented curriculum materials for courses from calculus through abstract algebra. These materials present a number of challenges for implementation, and as such, an instructional quality measure becomes a necessary requirement for making sense of student learning in these classrooms. The work here represents an initial attempt to define and map the domains of inquiry-oriented teaching. Specifically, classroom video data will be analyzed using a conjectured list of critical components of inquiry-oriented teaching. This analysis will be used to 1) refine/test the initial characterization of inquiry-oriented teaching, and 2) generate examples of how these critical components are actualized during instruction.