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ERIC Number: EJ1122983
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1051-1970
Teaching Students to Formulate Questions
Jensen-Vallin, Jacqueline
PRIMUS, v27 n2 p189-201 2017
As STEM educators, we know it is beneficial to train students to think critically and mathematically during their early mathematical lives. To this end, the author teaches the College Algebra/Precalculus course in a flipped classroom version of an inquiry-based learning style. However, the techniques described in this paper can be applied to a variety of freshman and sophomore mathematics courses (and above). In particular, in this model the students read the textbook before class and formulate questions, submitted prior to class via a learning management system, about the material to be covered in class the next day. During class they solve problems about that topic, and solutions are presented and discussed before the end of the period. After class, students complete standard homework about the topic, and are encouraged to bring any unresolved homework, worksheet, or reading questions for the next class period. This paper will discuss this method of engaging students, focusing on how student questions evolve during the semester, and student feedback.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A