A Path to Designing Inquiry Activities in Mathematics. Issue 7 (9th August 2017)

• Record Type: Journal Article
• Authors: Greene, M.; von Renesse, C.
• Is Part Of: PRIMUS. Volume 27:Issue 7(2017)
• Page Start: 646
• Page End: 668
• Publication Date: 2017-08-09
• Subjects: Calculus -- inquiry -- prompts -- investigations -- explorations -- tasks -- creative reasoning -- curriculum design -- inquiry-based learning; Mathematics -- Study and teaching (Higher) -- Periodicals; 510.711
• DOI: 10.1080/10511970.2016.1211203
• Languages: English
• ISSNs: 1051-1970

Abstract

Abstract: This paper aims to illustrate a design cycle of inquiry-based mathematics activities. We highlight a series of questions that we use when creating inquiry-based materials, testing and evaluating those materials, and revising the materials following this evaluation. These questions highlight the many decisions necessary to find just the right tasks for our students. Throughout the paper the use of multiple representations (graphical, numerical, symbolic, and narrative) and the distinction between facts, skills, methods, and conceptual understanding is explained and illustrated with examples. Additionally, we present evidence of student learning through excerpts from student journals and exam analysis.